Nigerian College of Education Pre-service Chemistry Teachers’ Understanding of Sustainability and Education for Sustainable Development
| dc.contributor.author | Owoyemi, T. E | |
| dc.date.accessioned | 2020-03-04T09:52:50Z | |
| dc.date.available | 2020-03-04T09:52:50Z | |
| dc.date.issued | 2015 | |
| dc.description | Staff publications | en_US |
| dc.description.abstract | In recent years, sustainability has been a worldwide paradigm cutting across several disciplines and teacher education is a vital first step in embedding education for sustainability in schools at any level. With the United Nations World Decade for Education for Sustainable Development (ESD) spanning the years 2005 to 2014, all school subjects are requested to contribute to this reform, including secondary Chemistry education. ESD is all about changing individual’s environmental behaviour by emphasising waste reduction, recycling and energy efficiency. Any educational reform can only be successful if teachers possess sound knowledge and right attitudes through teacher education programmes. Unfortunately in the case of Nigeria, information about pre-service and in-service teachers’ understanding of sustainability is very rare. Moreover, few studies have focused on pre-service science teachers’ understanding of sustainability and ESD as means for increasing people’s sustainability knowledge. This study therefore set out to investigate the understanding of sustainability and ESD among pre-service Chemistry teachers in Nigerian Colleges of Education. One hundred pre-service chemistry teachers were sampled from two Colleges of Education located in Lagos State. The study adopted descriptive survey research design and an adapted questionnaire was used to collect relevant data. Data collected were analysed using descriptive statistical tool. The findings from the study showed that the pre-service Chemistry teachers possess little knowledge of sustainability and ESD but have a positive attitude towards inclusion of sustainability concepts in their future teaching. Based on the findings, reforms in teacher education and the development of appropriate curriculum materials are highly recommended. | en_US |
| dc.identifier.citation | Owoyemi T.E. (2015). Nigerian College of Education Pre-service Chemistry Teachers’ Understanding of Sustainability and Education for Sustainable Development. African Journal of Educational Research, 19, (1&2). Ibadan: Department of Teacher Education, Faculty of Education, University of Ibadan. | en_US |
| dc.identifier.issn | 0303-3872 | |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/8027 | |
| dc.language.iso | en | en_US |
| dc.publisher | African Journal of Educational Research | en_US |
| dc.relation.ispartofseries | African Journal of Educational Research;Vol.19(1&2) | |
| dc.subject | Teacher education | en_US |
| dc.subject | Sustainable development | en_US |
| dc.subject | Waste reduction | en_US |
| dc.subject | Educational reform | en_US |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | en_US |
| dc.title | Nigerian College of Education Pre-service Chemistry Teachers’ Understanding of Sustainability and Education for Sustainable Development | en_US |
| dc.type | Article | en_US |