Perceived Extent of Integration of Practices that Promote Environmental Sustainability into Taching and Learning of Science Education in Secondary Schools in Ebonyi State Nigeria

Abstract

The research, Perceived Extent of Integration of Practices that Promote Environmental Sustainability into Teaching and Learning of science Education in Secondary Schools in Ebonyi State Nigeria, was aimed at determining the extent teaching and learning practices in senior secondary school classroom integrate activities that enhance knowledge, skills and affection for environmental sustainability. The study adopted the descriptive survey design.  A sample of 198 Senior Secondary School science students drawn from schools cutting across the four Local Government Areas of Abakaliki Education Zone of the State was used. Four research questions and two hypotheses guided the study. A 22-items researcher made questionnaire, Environmental Sustainability Promotion Practices Integration into Science Education (ESPPISE), was used to collect data. The items were grouped into four clusters, each item requiring respondents to choose between strongly agree, agree, disagree and strongly disagree on a four-point Likert Scale. Mean and standard deviation were used to answer the research questions while the t-test statistic at .05 alpha level was used to test the hypotheses. It was found, among others, that classroom practices that increase awareness of the interdependent relationship between science education and nature and classroom practices that nurture environmental values and promote sustainable behaviours are not integrated into science teaching and learning practices. The study recommended among others, that institutions that train science educators should incorporate environmental sustainability practices and school managements should put in place structures and activities that model environmental sustainability measure. The study concluded that environmental sustainability through science education may be achieved if the recommendations of the study are implemented.

Keywords: science education, sustainability, environment, integration, sustainable development