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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2247

Advisors: Dr. Aklilu Dalelo
Keywords: Geography and Environmental education
Copyright: Feb-2010
Date Added: 3-May-2012
Publisher: AAU
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 education. 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.
URI: http://hdl.handle.net/123456789/2247
Appears in:Thesis - Geography & Environmental Education

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