The role of science education towards environmental issues (EI)

According to main results, the role of science education is to provide skills and knowledge such as observing, recording, analyzing etc., help increase academic performance among pupils, motivate pupils to take up scientific professions. In addition, Science education informs pupil of human impact on environment. Moreover, educate pupil for the environment by creating awareness, sensitizing people environment issues, especially in places they live. The skills and knowledge should enable people to become responsible citizens and conserve natural resources. Gender reported 50% (1 out of 2) female influence towards the result. On other hand, teaching experience and level of education produced no differences towards the aims of science education. Thus, the perceived aims of science education by science teachers remain the same except in the case of gender. Below are the detailed results for this section.

To answer research question 1, results show that science teachers have different perceptions about the role of science education towards environmental issues. At least four respondents perceive the role of science education is to provide and develop scientific skills and knowledge. Science teachers mentioned the following skills make observations in environments, analyzing data, reporting/communicate results form own investigations. Moreover be able to conduct measurements with scientific apparatus, make assessment of the information from sources and be aware of the environmental problems and seek solutions. In addition, two respondents indicated the role is to motivate pupils to consider scientific professions (especially among girls), (female respondent remarked). While other two respondents think science education help to improve academic achievement in science subjects. To this end an extract which follow further illustrates the analysis.

T3. In science we mainly teach to develop scientific skills among learners, so… one of those is learners must be able to observe,

58

learners must be able to record the observations, learners must be able to synthesis what they have observed and learners must also be able to report

The skills mentioned in extract above are practical and pupils apply them in learning or finding out scientific issues within the environment. It helps them improve their understanding of results obtained in different ecosystem dynamics for instance. In addition, their interaction with nature will improve since they are aware of impacts caused by certain actions.

As some respondents mentioned more than one role of science education, At least six respondents say science is part of environment and inform people to be responsible citizens as they experience environmental issues. Three respondents also perceive the role of science education is to educate through indigenous knowledge and create awareness, sensitize people about environmental issues in local areas.

This they hope help by solving household and community issues. Generally, science education also teach about human activities that impact the environment thus maintain resources for future generation.

Respondents used the following concepts regarding the role of science concerning environment issues.

TABLE 3. Science teachers’ descriptions of the role of science education for the environment

Human activities not be done Lessons in science education Should not create hazards for environment Create awareness for environment Do not damage the environment Teach people to care/conserve resources Should not cause negative impact on

environment

Teach people to love the environment

Make people to be sensitive towards the environment

Teach people to be responsible for the environment

59

Lastly, two respondents maintain that the role of science is to teach or educate science content and assess according. In addition, the content assist in dealing with scientific issues in everyday life and help in life long learning.

T4 It’s quite a lot of aims when one is teaching science, but for quit most important aim for teaching science is to inform learners on how they should deal with scientific issues they come across within life in term of lifelong learning when you apply science. but when you apply on a benefit of a learner is to excel in maybe to be professional someone in science related subjects and it might become a teacher,

a scientist or a doctor.

Although science education is mainly for academic achievement in school, environmental issues appear in different ways and affect the whole society. Through continuing education pupils need to be aware of such issues. More importantly, they ought to take up professional positions to be able to influence others in society.

The variable gender had 50% (1 out of 2) influence for the results of the research question. Male and female respondents produced different results towards the role of science education. The unique response or remark is as follow

T2. My aim is to instill the love of science education in young learners, especially in the young female learners because they believe that science is only a

subject for boys and smart people since it is believed to be a difficult subject.

The belief that science education is for some sort of people or certain gender is still common in some societies, especially in developing countries. It is important that this result recognize opportunities are for all to learn about environmental issues/science education especially at tender years.

There were differences between more experienced and less experienced respondents in the way (behavior) of responding to the questions used for this section. However, the perceived aims of science education are similar. Three (38%) more experienced respondents were observed to be more

60

confident/relaxed during interviews while three 38% less experienced respondents were slightly less confident. Two (25%) less experienced respondents were very confident although responses were short.

In addition, more experienced respondents recorded more time (above 35 minutes for entire interview) in explaining every detail than the less experienced who responded in short. The variable level of education produced no differences between respondents in terms of the aims of science education. All respondents (100%) mentioned the relevant aims for science education.