VOlUME 05 ISSUE 05 MAY 2022
Dr. Hassan Laaloua
Ibn Zohr University, Morocco
Google Scholar Download Pdf
ABSTRACT
This paper aims to unveil the way teachers perceive the presence and efficiency of environmental education in Moroccan high school curricula. It mainly intends to investigate high school teachers’ perceptions of the curriculum integration of environmental education content related to awareness and knowledge. This study used a descriptive quantitative method and the research sample consisted of 132 teachers of 11 different school subjects working in 8 high schools in Agadir city and the suburbs. Data was collected through a questionnaire and was analyzed by descriptive statistics techniques. The results revealed that most teachers agree that the level of integration of content relating to environmental awareness and knowledge in the curricula is moderately low and insufficient to meet the learners’ needs. Finally, this study suggests that an organized construct of environmental awareness and knowledge elements should be gradually and systematically introduced throughout the school levels and courses by improving future curricula.
KEYWORDS:Environmental education, awareness, knowledge, teachers, perceptions, Morocco, curriculum analysis
REFERENCES
1) Amirshokoohi, A. (2010). Elementary preservice teachers’ environmental literacy and views towards science, technology, and society (STS) issues. Science Educator, 19(1), 56–63.
2) Groves, H., & Pugh, F. (1999). Elementary preservice teacher perception of the greenhouse effect. Journal of Science and Technology, 8(1), 75–81. https://doi.org/10.1023/A:1009433705790
3) McKeown-Ice, R. (2000). Environmental education in the United States: A survey of preser- vice teacher education programs. The Journal of Environmental Education, 32 (1), 4–11. doi:10.1080/00958960009598666
4) Plevyak, L. H., Bendixen-Noe, M., Henderson, J., Roth, R. E., & Wilke, R. (2001). Level of teacher preparation and implementation of EE: Mandated and non-mandated EE teacher preparation states. The Journal of Environmental Education, 32(2), 28–36. doi:10.1080/00958960109599135
5) Surmeli, H. (2013). Relationship between pre-school preservice teachers’ environmental literacy and science and technology literacy self-efficacy beliefs. Educational Research and Reviews, 8(24), 2281–2285.
6) Teksoz, G., Sahin, E., & Ertepinar, H. (2010). A new vision for chemistry education students: Environmental education. International Journal of Environmental and Science Education, 5 (2), 131–149.
7) UNESCO (1975). the Belgrade charter: A global framework for environmental education. http://portal.unesco.org/education/en/files/33037/10935069533The_Belgrade_Charter.pdf/The%2BBelgrade%2BCharter.pdf
8) UNESCO (1986). Environment education module for in-service training of science teachers and supervisors for secondary schools, division of science and technology and vocational education, UNESCO-UNEP, 88-93.
9) UNESCO (1988). An environment education approach to the training of elementary teachers: A teacher training programme, UNESCO-UNEP, 61-70.
10) UNESCO & United Nations Environment Program. (1978). Intergovernmental conference on environmental education, Tbilisi (USSR) 14-26 October 1977: Final report. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000032763
11) United Nations Conference on Environment & Development Rio de Janeiro, Brazil, 3 to 14 June 1992 AGENDA 21. United Nations Department of Economic and Social Affairs (DESA). https://sustainabledevelopment.un.org/content/documents/Agenda21.pdf
12) United Nations Conference on the Human Environment, Stockholm 1972. United Nations. https://www.un.org/en/conferences/environment/stockholm1972
13) Yates, K., Reefer, A., Robertson, D., Hubbard-Sanchez, J., Huss, J., & Wilder, M. (2019). Educators’ perceptions of environmental education and professional development in teacher preparation programs. Applied Environmental Education & Communication, 18(3), 207-218. DOI: 10.1080/1533015X.2018.1451411