Adequacy of Knowledge of Environmental Concepts among Junior Secondary School Teachers for the Multidisciplinary Approach of Implementing Environmental Education Curriculum

Abstract

The important attributes of Environmental Education include the creation of environmental awareness, sustained concern for the environment and active participation in promoting environmental conservation.  It is a subject necessary for every individual in the society, since every member of the society has something to do with the environment. This is perhaps why Gifford, Hay and Boros (1982) opined that a well-educated populace is the best insurance for  preservation of  the environment. Similarly, Ezeanya (1999) asserted that environmental education is essential to change the destructive relationship between human and the rest of nature. Ukpong (1993) emphasized the importance of environmental education in achieving the goals of environmental protection and management. He stressed various educational strategies such as analysis, sensitization, information and education among others that can provoke knowledge that would change the attitude and values towards the environment.

To prepare students with positive attitude towards the environment underscores the advocacy for Environmental Education curriculum (EEC). Essentially, Environmental Education is seen as a viable means of solving environmental problems. Jacobson (1985) summed up the aim of Environmental Education to include: helping individuals to acquire an awareness of and sensitivity to the total environment and to develop a basic understanding, skills, values of the total environment and the interrelationship between human and the environment