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|Title: ||TEACHERS’ AWARENESS, ATTITUDES AND PRACTICE OF ENVIRONMENTAL EDUCATION: THE CASE OF OROMO NATIONALITY ADMINISTRATION, AMHARA REGION|
|Authors: ||AKLILU, DALELO (PhD)|
|Advisors: ||Dr. Aklilu Dalelo|
|Keywords: ||Geography and Environmental education|
|Copyright: ||Feb-2010 |
|Date Added: ||3-May-2012 |
|Abstract: ||This study focuses on the Upper Primary level teachers’ awareness, attitudes and practice of
environmental education with particular reference to the Oromo Nationality Administration of
the Amhara Region. It also comprises an assessment of the integration of environmental
issues into the textbooks of Upper Primary level; examination of the extent to which various
experiences contributed to the teachers’ environmental education knowledge, attitude and
skills; and identification of the opportunities and constraints for teaching environmental
Qualitative data generated from textbook analysis of two subjects and quantitative data
gathered by a questionnaire from 120 participants randomly selected from 30 schools of three
woredas were used for the study.
The textbook analysis showed that environmental issues conceptually linked to environmental
education are adequately integrated in the textbooks of civics and ethical education and most
of the environmental issues of Ethiopia are covered in the English textbooks though the three
strands of environmental literacy are not sufficiently balanced in both subjects.
The study also revealed that teachers possessed positive attitudes towards both environmental
issues and environmental education though there are indications that they lack the necessary
awareness about several issues related to the environment and environmental education. It is
evident that environmental education practices are limited to routine classroom activities.
Extracurricular and out of school activities are almost neglected.
The study further showed that the media and personal reading are the most important sources
of information for the teachers’ knowledge, attitudes and skills of environmental education.
The study revealed teachers’ pre-service training has inadequately prepared teachers for EE
as a result of which, along with other factors, teachers feel less competent to teach EE. Even
though there are several opportunities for teachers that enhance their EE, this study made it
clear that teachers didn’t use all the opportunities effectively. It appears that heavy workload,
lack of teaching resource materials, lack of training and time constraints are the major
obstacles that hindered environmental education. In light of these findings, recommendations
have been suggested for future improvement.|
|Appears in:||Thesis - Geography & Environmental Education|
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