Environmental perception for science teachers

There are various perceptions science teachers hold about environmental issues as they listen, watch and read or experience these events. As defined (in this chapter) perceptions are the “views, beliefs and awareness of environmental issues through senses, especially sight” (Walter, 2008). Such beliefs and views according to Bamberg (2003) differentiates perceptions from those who are highly concerned to the low concerned science teachers. Thus, in the context of science education what teachers perceive about environmental issues greatly influence their teaching, and this study hope that messages of hopelessness are well evaluated before dissemination. This scenario may frighten not only pupils but teachers to think such issues are not necessarily part of the curriculum. Moreover, they will feel more

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burdened to share these with pupils while they are vital for future generation of leaders. When teachers do not know what to do about environmental issues, they simply say it is the sole responsibility of subject teachers with direct environmental topics. Whereas team teaching easily finds solutions for content or instructional strategies if one is stuck. Science teachers’ views may differ regarding curriculum environmental topics that qualify for environment depending on their perception, knowledge and attitudes.

Considering some studies focusing on environmental education, teachers face numerous obstacles such as unable to identify environmental issues curriculum, unable to use appropriate strategies in line with EE and difficult to motivate learners. Thus, result of the study indicate that science teachers perceive the importance of conserving the fragile environment for the future” (Anyolo, 2015). This positive perception act as good starting point for deeper meanings and understanding of environmental issues since according to Sondergeld et al. (2014) in introduction, when science teachers understands their local environment, they certainly will care about environmental issues in distant places. In addition, if the environment is fragile, then science education must “emphasize critical thinking, problem solving and decision making through action toward the environment” (Anyolo, 2015). Other dimensions such as education for the environment and education in the environment ought to feature in science education as well. Meanwhile, pupils are the vital agents to be exposed to teaching approaches for different perspectives. The role of science teachers here is to plan and guide pupils to discover knowledge.

According to Van (2011) EE content areas focus on “participation and self-assessment among stakeholders to bring along their cultural, social and historical meanings” which influence perception.

More interesting, a study on lectures’ perceptions of EE indicated that they perceived “environmental education activities as forced in curriculum for teacher training because it placed extra work. And only involved few staff members” (Van, 2011). Although, this study does not focus on science teachers, the same perceptions are more likely among prospective teachers under such guidance. And since geographical proximity between the context of this study and context of report is very close (bordering countries), some teachers might find employment in other country as foreign experts and share similar wrong perceptions.

Teachers’ perception of environmental issues elsewhere shows that, “teaching environmental issues is more individual because such teachers feel and believe these issues are important based on their own ideals, philosophies or personal concerns and without much contact with educational reforms” (Lee,

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2009). Although, general monitoring of teaching progress is a practice in most educations systems. It is clear indication that teaching environmental issues is not firmly monitored since individual teachers’

personal commitment play a major role. Relying on personal commitment of few teachers alone will not advance the solutions for environmental issues. A collective effort is better because even at international level lack of commitment has shown to reduce the level of motivation for reducing pollutants in atmosphere. In addition, “another study indicated that teachers regard environmental education as an important area of work, this indicator is even higher among female teachers and those with postgraduate qualifications” (Yanniris, 2015, p. 154) while (Hailu, 2016) say “variable gender produced no statistically significant results towards environment”. Researcher agrees with Yanniris, (2015) that female postgraduates show good perceptions of environment because the other study employed mainly first year students with intention that university education must not influence results. Higher education which also equate knowledge is linked to shaping levels of awareness for possible sharing with pupil. If a teacher is not well informed, it is more likely that most pupil will be unaware about environmental issues, especially in the context of developing countries.

Gender orientations is an important factor here because in general male and female perspectives vary significantly in many areas. This become evident when engaged in discussions and explaining concepts and illustrating environmental issues with real life examples. Primary teachers are environmental education experts since their training and nature of primary pupils is more oriented towards experiencing physical world objects. Although result above indicate no statistical difference in gender, generally more female teachers are employed in lower and primary education thus their perception about environment might be different. Even those specializing in science subjects according (Aksan, 2013). The type of training in primary teacher education may help improve teachers’ perceptions towards environmental issues.

Many studies conducted about perception focus on different environmental subjects, indirectly show the differences in understanding, beliefs and views science teachers hold. In one study for instance “pre-service (science, primary, and social science) teachers perceive differently the fact that urban waste is source of greenhouse effect and acid rain will not cause greenhouse effect”. (Aksan, 2013). In addition, another study reported that based on their perceptions (that renewable energy was very expensive) they strongly supported the use of nuclear energy (Zyadin, 2014). As mention (in previous section) that perception is informed by right or wrong existing schema which proves the perception report above.

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Science teaching experiences has potential to develop right perceptions among science teachers regarding local and global environmental issues. Investigations should be conducted even on small scale to bring out relevant conceptions which can inform communities. This ideal however face tough competition against stereotype information from media causing panic and misunderstanding. Hence, the role of media for “teachers’ perceptions of ozone depletion was found to be influenced by television and other external sources” (Çokadar, 2013). Disseminated information about environmental issues is not validated for scientific purpose because it depends on the understanding of the journalist and the funders but not the general public.