P918: Chemistry education and sustainable development: Effect of gender on Nigerian pre-service teachers’ perception and knowledge

Author: Toyin Eunice Owoyemi, University of Lagos, Nigeria

Co-Author: Akinsete Aarinola Musilimat, Nigeria

Date: 8/6/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

Sustainable development is one of the greatest challenges of 21st century for various disciplines, especially chemistry education. Over the past two decades there has been redevelopment of science curriculum in many of the developed nations in the world consistent with the ideology, science for all. Recently, studies have showed that chemistry teaching and learning in developing countries like Nigeria has failed to promote sustainable development and the necessary emphasis on sustainability concepts were not included in the curriculum. The study investigates whether female pre-service science teachers have a different perception and understanding of sustainable development from their male counterparts. The tests of analysis of variance (ANOVA) showed there was no significant difference between the two groups based on the mode of entry into chemistry education programme in relation to their perception. But there was significant difference between males and females in relation to their declared awareness to nuclear waste issues.

P306: Attitude and knowledge of sustainability and education for sustainable development (ESD) among Nigerian chemistry student teachers and trainee teachers [WITHDRAWN]

Author: Owoyemi Toyin Eunice, University of Lagos, Nigeria

Co-Author: Aarinola Musilimat Akinsete, Adekunle Ajasin University, Nigeria

Date: 8/4/14

Time: 3:05 PM3:25 PM

Room: ASH 2302

Related Symposium: S23

Sustainable development has been a central concern of the 21st century for various disciplines, including chemistry education. It is not an exaggeration to say that the purpose of studying chemistry is closely related to the items of the United Nations Millennium Developmental Goals (MGDs), especially as they relate to food security and environmental sustainability. Focus on education for sustainable development (ESD) in chemistry teaching demands, among other things, a positive attitude and knowledge of the subject matter. Thus, this study aims to understand attitudes of student teachers and trainee teachers towards sustainable development and compare their knowledge about sustainability. Data were collected by means of questionnaires; 100 participants took part in the study. Results showed that both groups show positive attitudes towards ESD in chemistry education. However, there is disparity between their intentions to teach about sustainability and their actions. The purpose of teaching environmental sustainability might be unrealized if their knowledge base in sustainability education is not enhanced by curricular objectives.