The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi

Maria Tsakeni

doi:10.18820/2519593x/pie.v35i1.7

Abstract

Chemical education provides methods and theories that enable learners to understand some environmental issues in their communities better. Following the impetus on education for sustainable development (ESD), green chemistry and the need for learners to use the local place as a springboard to learn and understand global environmental issues, this paper describes the integration of environmental chemistry in an Ordinary level physical science 5009 syllabus. Using a mixed methods approach in the form of a case study of a rural school in the Murewa district of Zimbabwe, data were collected by means of an open-ended questionnaire applied to two science teachers, lesson observations and a post-test only control group design. The findings of the study indicate that the teachers believed that place-based pedagogy involves outdoor and classroom activities such as laboratory experiments, projects, investigations and debates. The place-based activities relevant to the rural school settings were environmental issues around soil and water degradation, toxic chemicals in the environment and fuels for domestic use. The post-test demonstrated the place-based pedagogy was effective for learner achievement, problem-solving and environmental awareness. A recommendation is made for the Ordinary science syllabi to emphasise that place-based approaches to reflect in environmental education for ESD implementation as well as assessment practices.

Highlights

Creating an environmentally literate citizenry is one of the important goals secondary school education is mandated to achieve (Schild, 2016; Jegstad & Sinnes, 2015)
One significant way of implementing the environmental dimension of education for sustainable development (ESD) has been done through the integration green chemistry principles (Burmeister, Rauch & Eilks, 2012, Eilks and Rauch, 2012; Karpudewan, Ismail & Roth, 2012)
The instructional strategy is at the heart of place-based pedagogy and ESD (Davis, 2000)

Summary

Introduction

Creating an environmentally literate citizenry is one of the important goals secondary school education is mandated to achieve (Schild, 2016; Jegstad & Sinnes, 2015). Environmental education is integrated in the subjects offered in secondary school. The integration of environmental education in the school subjects has philosophical and instructional strategy implications. Of significance is the promotion of sustainable development through environmental chemistry education (Eilks, 2015; Warner & Elsier, 2015). One significant way of implementing the environmental dimension of ESD has been done through the integration green chemistry principles (Burmeister, Rauch & Eilks, 2012, Eilks and Rauch, 2012; Karpudewan, Ismail & Roth, 2012). Instructional strategy implications include the use of local place examples as a springboard to understand global environmental issues. The instructional strategy is at the heart of place-based pedagogy and ESD (Davis, 2000)

Objectives

Methods

Results

Discussion

Conclusion