ABSTRACT: This study analyzed green policy awareness and secondary school teachers’ perception of interdisciplinary approach to the teaching of Environmental Education in Cross River State, Nigeria. The study was guided by a research question which was transformed into a research hypothesis. The survey research design was used in the study. The population of the study consisted of the total number of teachers in Cross River State public secondary schools as at 2017 which was put at 5,194. A sample of 1030 respondents were used for the study a0nd a structured questionnaire was used to gather data which was analyzed with a simple linear regression analysis. The study found out that, teachers green policy awareness significantly predicted their perception of interdisciplinary approach to the teaching of Environmental Education. It was therefore recommended that, teachers should be proactive and diligent in teaching Environmental Education through their traditional teaching subjects. Moreso, since they are aware that environmental issues are imbeded in the school curriculum, it should be infused in their traditional teaching subjects.

ABSTRACT: Studies show that there are difficulties in learning the subject of acids and bases. For this reason, in the scope of the study, case studies which use daily life context are used to help students to establish the relation between acid-bases and daily life. In the content of the study, it was aimed to provide hands-on learning opportunities with performing experiments in the laboratory. It was thought that argument based science learning supported with authentic case studies would facilitate the students to learn the concepts of acid and base and support the development of their scientific process skills. The study aimed to investigate the effect of argumentation-based science teaching approach on 8th graders’ learning of the subject of acids and bases, their attitudes towards science class and their scientific process skills. The sample of the study consisted of 69 8th grade students from two different classes attending Science and Technology Course at a government school. The quasi-experimental research design which is one of the quantitative research designs was used in the content of the study. The experimental group was taught through Argumentation Based Science Learning Approach and the control group was taught through didactic teaching approach. The academic achievement test for the subject of acids and bases, Science Class Attitude Scale and Science Process Skills test were administered as pre-test prior to the application and post test following to the application. The results revealed that the argumentation based science teaching approach was more effective than the didactic teaching approach while learning the subject of acids and bases. The findings displayed that the academic achievement of the students taught with argumentation based approach was higher than the ones taught with didactic teaching approach. The findings of the study displayed that the Argumentation Based Science Learning Effect had no significant effect on students’ attitudes towards science class. But the approach had a significant effect on students’ science process skills.

ABSTRACT: In this paper we explore the attitudes of secondary education students towards environmental problems and environmental education. The study took place in Viotia prefecture in Greece, a largely heterogeneous area with a high degree of industrialization and consequent environmental problems. Data were collected through a survey and the sample size was 1059 students. The main findings involve the relation of the students’ perceptions on environmental education with factors such as their awareness of environmental problems, gender, family background, type of school, and place of residence. The findings also indicate that the more aware of the environmental problems the students were, the more willing they were to participate in environmental education programs. Our findings could provide relevant insights for the design of Environmental Education implementation policies.