Conclusion and suggestions for future research

Numerous environmental issues face Namibia as a country, due to hot climatic conditions it’s described semi-arid. As a developing country, the visions is a knowledge-based country with scientific solutions against environmental challenges. Educational and environmental policies address environmental issues through various means, and science education is a promising channel for provision of necessary skills/knowledge. Humanistic attributes such as awareness, sensitivity, sustainable knowledge and attitudes about, in and for the environment are equally essential for confident and interactive science teachers.

There’s a need for science education to foster teachers’ understanding of environmental issues as educators for future policy makers. The study focused on environmental issues in science education, drawing teachers’ attention towards interdisciplinary environmental learning to the front. It’s specialty stem from international demand for conservation of the deteriorating environment for future generations.

The complexity to solve environmental issues presents multiple challenges hence it’s better to draw perspectives from various science subjects such as Geography/Social Studies, Life Science/Biology,

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Natural science, Physics and Agriculture, Home Economics etc. Generally, environmental issues remain part of our society and continue posing threats to our lives.

Scientific skills and development of pupils are crucial not only for academic achievement in science education instead spill over into community as pupils take up various professions, especially those linked to the environment. Thus, characters such as awareness and sensitivity enhance the practice of core scientific skills for instance generating and recording data, analyze and reporting conclusions from investigations. With much evidence of environmental issues in various educations systems and science education both in the context of this study and elsewhere, it’s important to note that there are no exact answers to environmental issues from science education. It is so, because environmental issues are caused by many sources and impacts are felt at all levels (community, national and international). In fact, the entire globe is engaged in local capacity building activities so that communities become resilience. Science teaching and assessment strategies reported in the study only show to us, the relevance of science education to the current state of environmental issues. Effective teaching strategies such as inquiry-based science education, field trips or outdoor education and use of laboratories cannot be underrated since they allow continuous reflection about observations and discoveries made in surrounding areas. It is through such strategies, science education can make significant impact as pupils are intrigued by environmental phenomena. Moreover, applying informal open questions, discussions and observations are helpful for incorporating environmental issues between science teachers and pupils.

The value of formative assessment in teaching environmental issues is meaningful considering the nature of topics, thus, science teachers should apply such strategies where necessary while summative play an important role for moving pupils to next grades. Considering these strategies, application of traditional teacher centered and related strategies also aid the wholeness approach towards innovative and skilled science teachers. Through opportunities and networking with other stakeholders in education for environment the practice of life-long learning and professional development can be realized, especially for promoting environmental issues.

Teachers’ knowledge and attitudes for environmental issues is a one component through which school and science education contributes to protecting the environment and its resources, thus science teachers’

education responds to the complex and dynamic environmental issues with different attitudes. Attitude changes according to situations in different context. Due to changing nature of environmental issues, science teacher’s knowledge in like manner should keep increasing through reflections on science

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teaching experiences. The attitude of science teachers towards environmental issues can be positive or negative as inputs to the variable are different.

This study has shown that environmental issues are present in general but particularly in science education in Namibian primary and junior secondary phases (also elsewhere). It then points to science teacher’s knowledge of and how such ought to inform their own and pupils’ attitudes. Generally, the public (science teachers and pupils included) follow media reports about environmental issues elsewhere and little attention is given for local issues. Thus, this study suggests for future researchers and science educators and curriculum planners the points in next sentences.

Suggestion for future researchers

 Future research should focus on studying perceptions of teacher’s knowledge and or attitude for individual science subjects to ensure results are for one cohort of teachers as science education is comprised of many subjects, subject case-study would direct results only for individual subject. Such a study would generate in-depth subject data on content, aims and theories informing such subject towards environmental issues.

 A psychology of education study about perceptions, knowledge and attitude is needed to further establish the link towards environmental issues. Although these psychological concepts are interlinked, their relationship do not form a conventional linear relationship or cause-effect.

 Although a mixed research method produces results from multiple angles, making the breadth and depth quite strong, a single method (especially quantitative study) can over the same period of time provide in-depth results including many background variables such as age, educational background etc. as the nature of environmental issues is complex and dynamic in causes and consequences for various contexts.

 Studies such as action research for implementation of effective teaching strategies is needed to produce results for increasing their use in Namibian science education and beyond. This will serve a purpose for developing teachers’ efficacy in conducting genuine science education lessons which motivate or attract pupils.

 Provision for scientific skills and knowledge in primary and junior secondary phases should be studied to assess the quality of teaching activities and link to science teacher education especially

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in the context of the study for development of professional courses and services for science teachers.

 Lastly, find out through long-term ethnographic observations and answer the questions of “how science teachers conduct teaching and assessment for environmental topics”, to establish whether it’s more theory as reported in this study and if so, advice the planning for practical lessons.

Suggestions for science educators and curriculum planners

 In terms of teaching and assessment strategies, science teachers should focus on application of outdoor education, inquiry-based science education and laboratory/experimental work. This will allow for more practical lessons and maintain interest for science education among pupils.

 Science teachers should provide science instruction which encourage both girls and boys to excel in science education including action towards environmental issues since the belief about science being for boys still persist.

 Curriculum planners to include more environmental learning issues and consider all parameters necessary for inclusion in specific science subject.

 Lastly, establish clarity for science teachers on concepts used in curriculum towards environmental learning theme.