Turkish Chemistry Teachers Views about Secondary School Chemistry Curriculum: A Perspective from Environmental EducationReportar como inadecuado




Turkish Chemistry Teachers Views about Secondary School Chemistry Curriculum: A Perspective from Environmental Education - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.



Journal of Education in Science, Environment and Health, v1 n2 p79-87 2015

Teachers' views about environmental education (EE) have been regarded as one of the most important concerns in education for sustainability. In secondary school chemistry curriculum, there are several subjects about EE embedded in the chemistry subjects in Turkey. This study explores three chemistry teachers' views about to what extent the subjects related with EE should be integrated into secondary school chemistry curriculum at an individual level of analysis. The findings of the study indicate that there is a consensus among teachers on the inadequacy of secondary school chemistry curriculum for providing students an effective EE. However, there is an inconsiderable divergence among the teachers' views about the placement of subjects about EE in chemistry curriculum and the integration of subjects about EE into the curriculum. Through the results of the study, policymakers and curriculum developers would gain a comprehensive insight about deficiencies in chemistry curriculum for EE from the point of view of chemistry teachers and they would have opportunity to realize the ways for the remedy of this deficiency.

Descriptors: Foreign Countries, Chemistry, Science Teachers, Environmental Education, Teacher Attitudes, Sustainability, Secondary School Science, Science Curriculum, Integrated Curriculum, Case Studies, Interviews, Course Content

Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info[at]gmail.com; Web site: http://www.jeseh.net





Autor: Icoz, Omer Faruk

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1600&id=EJ1105288







Documentos relacionados