Integrating education for sustainable development principles in teaching secondary school chemistry in Ndola district.
Date
2025
Authors
Chama, Sarah
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Chemistry cuts across various disciplines such Agriculture, Medicine, Energy, Mining and Manufacturing as such it is one of the key disciplines to equip
learners with knowledge, skills and attitudes to respond to Sustainable Development (SD) issues and consequently contribute to SD. Education for
sustainable development (ESD) is an important element of quality education as it envisages life-long approach to learning. Thus integration of SD issues in the curriculum and Education for Sustainable Development (ESD) is critical for equipping learners with knowledge, skills and values necessary to understand and respond to SD issues facing the world today. However, the use of ESD in chemistry education and how teaching might be organised remains unclear. Thus the purpose of the study was to establish how pedagogies used to teach senior secondary chemistry reflect education for sustainable development principles and the integration of the sustainable development issues in the chemistry curriculum in Zambia and consequently to propose a chemistry teaching model anchored on dimensions of ESD. The objectives of the study were to: assess chemistry teachers’ knowledge of Sustainable development issues; establish how the chemistry curriculum integrates sustainability issues; explore how the pedagogies used to teach chemistry reflect the ESD principles and this culminated into the development of a chemistry teaching model anchored on ESD. The study used a mixed method approach in which a sequential design was used. A sample of 79 chemistry teachers was drawn from selected secondary schools in Ndola district. The Assessment of Sustainability Knowledge (ASK) tool, document analysis, observation and focus group schedules were used to collect data. The findings showed that chemistry teachers’ knowledge of sustainability issues was adequate, about 56 out of 79 managed to obtain a 40% threshold. It was also noted that one of the chemistry curriculum general aims was anchored on ESD, however, there was a mismatch
between the aim and specific outcomes. The specific outcomes focused more on the acquisition of knowledge as opposed to transformational learning
outcomes. The curriculum contained various sub-topics that speak to SD issues. The pedagogies used were mostly teacher centred characterised by delivery of factual knowledge. In light of the findings, the study proposed and recommended the use of the chemistry teaching model underpinned by
expansive learning theory and ESD principles. The model has the potential to enhance teaching and learning of chemistry through the formulation of learning outcomes, creation of learning environments and use of pedagogy that focus on transformative learning and societal transformation. The curriculum developers should align the general aim that speaks to ESD with specific outcomes in order to clearly guide the teachers as they implement the curriculum. There is also need to build chemistry teachers’ capacity through continuous professional development (CPDs) so as to help them translate their knowledge on sustainable development issues into classroom decisions and actions.
Keywords: Education for sustainable development, Sustainable development, Chemistry, Curriculum, Pedagogies
Description
Thesis of Doctor of Philosophy in Science Education