Interdisciplinary Journal of Environmental and Science Education

Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies
Emmanuel Eze 1 * , Eric K.N. Nwagu 1
More Detail
1 Faculty of Education, University of Nigeria Nsukka, NIGERIA
* Corresponding Author
Research Article

Interdisciplinary Journal of Environmental and Science Education, 2021 - Volume 17 Issue 4 - In Progress, Article No: e2251
https://doi.org/10.21601/ijese/10982

Published Online: 16 Jun 2021

Views: 143 | Downloads: 113

How to cite this article
APA 6th edition
In-text citation: (Eze & Nwagu, 2021)
Reference: Eze, E., & Nwagu, E. K. (2021). Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies. Interdisciplinary Journal of Environmental and Science Education, 17(4 - In Progress), e2251. https://doi.org/10.21601/ijese/10982
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Eze E, Nwagu EK. Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies. INTERDISCIPLINARY J ENV SCI ED. 2021;17(4 - In Progress):e2251. https://doi.org/10.21601/ijese/10982
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Eze E, Nwagu EK. Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies. INTERDISCIPLINARY J ENV SCI ED. 2021;17(4 - In Progress), e2251. https://doi.org/10.21601/ijese/10982
Chicago
In-text citation: (Eze and Nwagu, 2021)
Reference: Eze, Emmanuel, and Eric K.N. Nwagu. "Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies". Interdisciplinary Journal of Environmental and Science Education 2021 17 no. 4 - In Progress (2021): e2251. https://doi.org/10.21601/ijese/10982
Harvard
In-text citation: (Eze and Nwagu, 2021)
Reference: Eze, E., and Nwagu, E. K. (2021). Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies. Interdisciplinary Journal of Environmental and Science Education, 17(4 - In Progress), e2251. https://doi.org/10.21601/ijese/10982
MLA
In-text citation: (Eze and Nwagu, 2021)
Reference: Eze, Emmanuel et al. "Dimensions of Teachers’ Expressed Capacity Building Needs on Climate Change Education Strategies". Interdisciplinary Journal of Environmental and Science Education, vol. 17, no. 4 - In Progress, 2021, e2251. https://doi.org/10.21601/ijese/10982
ABSTRACT
Teaching is successful only when learning (a change in behaviour) is achieved. Diverse effective strategies are employable by teachers to facilitate students’ learning within the formal context of climate change education (CCE), covering the cognitive, affective and psychomotor domains corresponding to the head, heart and hands model. This quantitative study adopts a descriptive survey research design to assess teachers’ expressed capacity building needs in order to ascertain gaps pertaining to effective teaching strategies related to the CCE-infused curriculum in Enugu state. A total of 410 in-service public secondary school teachers serve as respondents in this study, spread across four education zones within the study area. A self-developed questionnaire served as the instrument for data collection in this study. This instrument passed face validity and reliability tests (Alpha = .84). Descriptive statistics, mean, mean differences tests and exploratory factor/dimension reduction analyses were applied to analyze data. Overall, teachers expressed high capacity building need in most of the CCE strategies listed, irrespective of tested teacher variables. Also, the results show two underlying factors/themes under which capacity building needs on the listed CCE strategies are grouped – innovative, learner-centered/inclusive teaching strategies and the use of instructional materials/media. Inference drawn from findings is that learner-centered strategies/media are lacking in CCE, which would inhibit students’ learning about climate change. If the current trend is disregarded, achieving holistic CCE as captured by the head, heart and hands model will be unattainable and with severe consequences on the future of the earth’s environment.
KEYWORDS
REFERENCES
  • Akrofi, M. M., Antwi, S. H., & Jabulani, R. G. (2019). Students in climate action: A study of some ınfluential factors and ımplications of knowledge gaps in Africa. Environments, 6(12), 1-15. https://doi.org/10.3390/environments6020012
  • Amahmid, O., El Guamri, Y., Yazidi, M., Razoki, B., Rassou, K.K., Rakibi, Y., Knini, G., & El Ouardi, T. (2019). Water education in school curricula: Impact on children knowledge, attitudes and behaviours towards water use. International Research in Geographical and Environmental Education, 28(3), 178-193. https://doi.org/10.1080/10382046.2018.1513446
  • Anyadike RNC (2009). Statistical Methods for the Social Sciences. Ibadan: Spectrum Books Limited; 2009.
  • Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Boston, MA. Kluwer.
  • Awefeso, N. (2012). Organisational capacity building in health systems. Canada: Routledge Publishers
  • Bangay, C., & Blum, N. (2010). Education responses to climate change and quality: Two parts of the same agenda? International Journal of Educational Development, 30(4), 335-450.
  • Byrne, L. B. (2016). Learner-centered teaching activities for environmental and sustainability studies. Springer: International Publishing Switzerland. https://doi.org/10.1007/978-3-319-28543-6
  • Campelo, L. F., & Piconez, S. C. B. (2016). Concept mapping in high school: An experience on teaching geography to measure deep, surface and non-learning outcomes. In: Cañas, A.; Reiska, P.; Novak, J. (Eds.) Innovating with Concept Mapping. Springer – Communications in Computer and Information Science (CCIS), 635, 29-39.
  • Casinader, N., & Kidman, G. (2017). Fieldwork, sustainability, and environmental education: The centrality of geographical ınquiry. Australian Journal of Environmental Education, 34(1), 1-17.
  • Castle, M. A., Tan, N., & LaGro, J. A. (2015). Evaluating capacity building to foster climate change adaptation. Open Journal of Social Sciences, 3, 81-90. http://dx.doi.org/10.4236/jss.2015.33015
  • Cebesoy, U. B. (2019). Pre-service teachers’ opinions about a two-day climate change education workshop, International Research in Geographical and Environmental Education. 28(3), 211-227. https://doi.org/10.1080/10382046.2019.1579982
  • Cheng, I. N. Y, & So, W. W. M. (2015). Teachers’ environmental literacy and teaching – stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education, 24:1, 58-79.
  • Davis, J. R., Arend, B. D. (2013). Facilitating seven ways of learning. Stylus, Sterling, VA
  • Değirmenci, Y., & Ilter, I. (2017). An investigation into geography teachers’ use of current events in geography classes. Universal Journal of Educational Research, 5(10), 1806–1817. https://doi.org/10.13189/ujer.2017.051019
  • Dike, J. W., & Amadi, N. G. (2016). Teachers awareness of climate change: Implications for innovative teaching. International Journal of Education and Evaluation, 2(6), 24-31.
  • Dlamini, M. N. (2016). Understanding and teaching climate change in the secondary education geography curriculum in Swaziland. University of Pretoria, South Africa.
  • Doyle, T. (2011). Learner-centered teaching: putting the research on learning into practice. Stylus, Sterling, VA
  • Dube, C. (2014). Environmental concerns in the geography curriculum perceptions of South African high school teachers. Southern African Journal of Environmental Education, 30, 130-146.
  • Duval, N., & Kanene, K. M. (2016). Implementation of environmental education (EE) in history in Seychelles: The case of the Beau Vallon Secondary School. International Journal of Scientific Research in Education, 9(2), 105–114.
  • Ekpoh, U. I., & Ekpoh, I. J. (2011). Assessing the level of climate change awareness among secondary school teachers in Calabar Municipality, Nigeria: Implication for Management Effectiveness. International Journal of Humanities and Social Science, 1(3), 106-110.
  • Eze, E. (2020). Sociographic analysis of climate change awareness and pro-environmental behaviour of secondary school teachers and students in Nsukka local government area of Enugu State Nigeria. International Research in Geographical and Environmental Education, 29:1, 89-105, https://doi.org/10.1080/10382046.2019.1657683
  • Eze, E. (2021). Why secondary school geography students perform poorly in external examinations. Journal of Geography, 120(2), 51-60. https://doi.org/10.1080/00221341.2020.1860114
  • Ezeudu, A. S. (2003). Environmental education for sustainable development: A Nigerian perspective. Nigeria: Bel’s Books.
  • Federal Ministry of Education (2017). Nigeria Education Indicators 2016.
  • Green, M. (2012). Place, sustainability and literacy in environmental education: Frameworks for teaching and learning. Review of International Geographical Education Online, 2, 326–346.
  • Herman, B. C., Feldman, A., & Vernaza-Hernandez, V. (2017). Florida and Puerto Rico secondary science teachers’ knowledge and teaching of climate change science. International Journal of Science and Mathematics Education, 15(3), 451-471.
  • Hermans, M. (2016). Geography teachers and climate change: Emotions about consequences, coping strategies, and views on mitigation. International Journal of Environmental & Science Education, 11(4), 389-408.
  • Hill, A. (2013). The place of experience and the experience of place: Intersections between sustainability education and outdoor learning. Australian Journal of Environmental Education, 29, 18–32.
  • Ho, L., & Seow, T. (2015). Theory & research in social education teaching controversial ıssues in geography: Climate change education in Singaporean schools. Theory & Research in Social Education, 43, 314-344.
  • Ikoro, I. S., & Ezeanyim, U. E. (2016). Assessment of secondary school science teachers’ knowledge of climate change in the south east Nigeria, for inclusion in the secondary school curriculum. International Journal of Weather, Climate Change and Conservation Research, 2(3), 9-19.
  • Jenkins, A., & Keene, P. (1979). Use posters in your teaching. Journal of Geography in Higher Education, 3(1), 26-26. https://doi.org/10.1080/03098267908708692
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39,31-36.
  • Karpudewan, M., & Khan, N. S. M. A. (2017). Experiential-based climate change education: Fostering students’ knowledge and motivation towards the environment. International Research in Geographical and Environmental Education, 26(3), 207-222.
  • Kleeman, G. (2006). Not just for fun: Using cartoons to investigate geographical issues. New Zealand Geographer, 62, 144-151.
  • Kober, N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. The National Academies Press, Washington, DC
  • Kurtze J., Morais M., Platko, E., & Thompson, H. (2015). Advancing water management strategies in Morocco. Report to Ribat Al Fath Association for Sustainable Development. Rabat, Morocco.
  • Loubser, C., & Simalumba, P. (2016). The implementation of environmental education in geography (grades 8 – 10) in the Caprivi Region, Namibia. Southern African Journal of Environmental Education, 32, 51-65.
  • Makrakis, V., Larios, N., & Kaliantzi, G. (2012). ICT-enabled climate change education for sustainable development across the school curriculum. Journal of Teacher Education for Sustainability, 14(2), 54-72.
  • McPartland, M. (2001). Moral dilemmas, narrative and the teaching of geography. International Research in Geographical and Environmental Education, 10(2), 114-126.
  • Mochizuki, Y., & Bryan, A. (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4-26.
  • Monroe, M. C., Oxarart, A., & Plate, R. R. (2013). A role for environmental education in climate change for secondary science educators. Applied Environmental Education & Communication, 12(1), 4-18.
  • Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Willandia, A. C. (2017). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 23.
  • Moser, S. C. (2010). Communicating climate change: History, challenges, process and future directions. WIREs Climate Change, 1, 31-53.
  • Nakpodia, E. D. (2008). The role of educational administration in the promotion of in-service teacher education for primary school teachers in Nigeria. Current issues in educational management in Nigeria. Benin City: Ambik Press.
  • Ogunbiyi, J. O., & Ajiboye, J. O. (2009). Pre-service teachers’ knowledge of and attitudes to some environmental education concepts using value education strategies. The Anthropologist, 11(4), 293-301.
  • Ogunseemi, O. E., & Ibimilua, F. O. (2016). Assessment of science teachers’ perception of climate change: implication for climate change education in schools in Nigeria. International Journal of Advanced Academic Research. 2 (8), 11-18.
  • Oluk, S., & Özalp, I. (2007). The teaching of global environmental problems according to the constructivist approach: As a focal point of the problem and the availability of concept cartoons. Educational Sciences: Theory & Practice, 7(2), 881-896.
  • Onuoha, J. C., & Eze, E. (2013). Analysis of students' attitude towards the study of Geography in Nsukka Local Government Area of Enugu state. African Review of Arts, Social Sciences & Education, 3(1), 141-157.
  • Orr, D. (1992). Ecological literacy: Education for a postmodern world. Albany, NY: State University of New York.
  • Osa, J. O., & Musser, L. R. (2004). The role of posters in teacher education programs. Education Libraries, 27(1), 16-21.
  • Osinem, E. C., & Nwoji, U. C. (2010). Students industrial work experience in Nigeria: Concepts, principles and practice. Enugu: Cheston Agency Ltd.
  • Otitoju, M. A., & Enete, A. A. (2016). Climate change adaptation: Uncovering constraints to the use of adaptation strategies among food crop farmers in South-west, Nigeria using principal component analysis (PCA). Cogent Food & Agriculture (2016), 2: 1178692
  • Oversby, J. (2015). Teachers’ learning about CCE. Procedia – Social and Behavioral Sciences. 167, 23-27.
  • Ozioko, R. I., Dimelu, M. U., & Madukwe, M. C. (2013). Capacity for teaching climate change adaptation in the University Faculties of Agriculture in South East Nigeria. Agro-Science Journal of Tropical Agriculture, Food. Environment and Extension, 12(1), 48-58.
  • Plutzer, E., McCaffrey, M., Hannah, A., Rosenau, J., Berbeco, M., & Reid, A. (2016). Climate confusion among U.S. teachers. Science, 351(6274), 664-665.
  • Ronald, M. A., Merab, K. A., & Byalusaago, M. C. (2017). Impact of secondary school geography content ın mitigating climate change In Uganda. IOSR Journal of Environmental Science, Toxicology and Food Technology (IOSR-JESTFT), 11(7), 35-43.
  • Siegner, A. (2018). Experiential climate change education: Challenges of conducting mixed-methods, ınterdisciplinary research in San Juan Islands, WA, and Oakland, CA. Energy Research and Social Science, 45, 374-384.
  • Siegner, A., & Stapert, N. (2019). Climate change education in the humanities classroom: A case study of the Lowell school curriculum pilot. Environmental Education Research. 26(4), 511-531. https://doi.org/10.1080/13504622.2019.1607258
  • Toledo, M. A., Rosanelia T. Yangco, & Espinosa, A. A. (2014). Media cartoons: Effects on ıssue resolution ın environmental education. International Electronic Journal of Environmental Education, 4(1), 19–50. https://doi.org/10.18497/iejee-green.99250
  • UNESCO (2017). Education for sustainable development goals: Learning objectives. Paris: UNESCO. https://unesdoc. unesco.org/ark:/48223/pf0000247444
  • UNFCCC (2001). Report of the Conference of the Parties on its Seventh Session, held at Marrakesh from 29 October to 10 November 2001. FCCC/CP/2001/13/Add.1. 21 January. United Nations Framework Convention on Climate change, Bonn.
  • Watkins R., Meiers, M. W., & Visser, Y. L. (2012). A guide to assessing needs. Washington DC: World Bank.
  • Yamane, T. (1967). Statistics: An ıntroductory analysis, 2nd Edition, New York: Harper and Row.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.