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.
Alvi, U., & Aziz, A. (2002). Environmental education. Study Guide.. Karachi: Athe Aga Khan University- Institute for educational Development.
Centre for Environmental Education (1997). The green action guide. Ahmadabad: Babu Jose.
Kwan, F., W., B.,& Stimpson, P. (2003) EnvironmentalEducation in Singapore: A Curriculum for the Environment or in the National Interest?, International Research in Geographical and Environmental Education, 12:2, 123-138, DOI:10.1080/10382040308667522
Meadows, D. (1990). Harvesting one hundredfold: Key concepts and case studies in Environmental Education. Nairobi: UNEP.Scott, W., Gough, S., Teamy, K., Dillion, J., & Hindson, J. (1999). Mainstreaming Environmental Education with recommendations for DFID. Bath: University of Bath.
Hart, P. (2000). Environment in the Science curriculum: The politics of change in the Pan- Canadian science curriculm development process: International Journal of Science education, 24, 1239-1254.
Ravindranath, M.,.J. (2007) Environmental education in teacher educationin India: experiences and challenges in the United Nation's Decade of Education for SustainableDevelopment, Journal of Education for Teaching: International research and pedagogy, 33:2,
191-206, DOI: 10.1080/02607470701259481
Sherma, R., C., & Merle, C. (1990) Sourcebook .A in Environmental Education for Secondary School Teachers. UNESCO Principal Regional Office for Asia and the Pacific
Prakanong Post Office
Tilbury, D. (1992). Environmental education within preservice teacher education: The priority of priorities. International Journal of Environmental education, 20, 22-28.
UNESCO (2005) Guidelines and recommendations for reorienting teacher education to address
Sustainability, education for sustainable development in action, technical paper no. 2 (Paris, UNESCO).
Mughal, S. H. (2015). An Action Research to Facilitate Science Teacher Educator in Infusing Environment Education Themes. International Journal of Academic Research in Business and Social Sciences, 5(8). 1-8.
Copyright: © 2015 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
