An Action Research to Facilitate Science Teacher Educator in Infusing Environment Education Themes

Abstract

This paper reports the findings of a study that has attempted to find out the perceptions and classroom teaching practices of Science teacher educator about environmental education (EE) infusion. The study also looked at the process of environmental infusion in Science and associated challenges emerging from it.The research was designed in a qualitative paradigm, within this paradigm, action research model proposed by Retallick (2003) was used. The purposive sampling strategy was used to select research participant. The research participant of this study was a Science teacher educator. Semi-structured interviews, classroom observation were major data collection tools. Thematic approach was used to analyze the data. The findings of the study have been based on pre-intervention, intervention and post- intervention stage. The major findings revealed that at pre-intervention stage, Science teacher educator’s understanding about environmental education was limited. This takes into account only knowledge dimension of environmental issues. Other aspects for discussing environmental issues such as skill development, attitude formation and taking informed action for the solution of environmental problems were missing from his teaching. The research study enabled research participant to develop his capacity in delivering EE concepts confidently. However, environmental infusion was challenging for Science teacher educator because of the nature and complexity of environmental issues. For discussing environmental issues, sound knowledge base is very essential. In the light of the findings, some recommendations for Science teacher educators, curriculum developers and textbook writers have been made.