Recommendations

Some of the pertinent recommendations associated with the findings of this study include the following:

1: Strengthen the subject content and interest of teachers

The study found that teachers involved in the study do not have enough knowledge of EL. Lack of in-service and pre-service training is the main contributing factor to teachers’ lack of knowledge. Most of the Biology teachers involved in the study did not receive much environmental education when they were students and student-teachers. The study thus recommends more comprehensive environmental education in-service and pre-service programmes for Biology teachers involved in the study on EL. Teachers involved in this study need to be trained to be equipped with deep knowledge that will enable them to address

environmental issues adequately. As reported by Peden (2008) that deep knowledge is a prerequisite for critical thinking. Without an understanding of the science of key environmental issues responses will remain superficial and inappropriate. Substantial environmental education should be provided for pre-service teachers. If more teachers understand the need and approaches related to education for the environment, promotion of environmental education among teachers will be far easier. Teacher training is also necessary because environmental knowledge informs the pedagogy of teachers. If teachers themselves do not receive enough environmental education, how can they be expected to teach actively for the environment? Therefore, attention should also be paid to teacher education for environmental education. More projects similar to SEEN and Enviroteach projects can be established to promote environmental education for educators or current SEEN projects can be expanded to reach more Biology teachers. The study also recommends the promoting of EL interest among teachers for better EL implementation. This can be done through meetings at school both at regional and cluster level.

2: There should be a match between EL theories and practice.

Teachers involved in this study depended more on some type of teaching methods especially questions and explaining of subject content in the class. The study found that most teachers involved in the study use teacher-centred methods as a way of transmission of knowledge. The study thus recommends that teachers should move away from teacher-centred approaches to learner-centred approaches such as group work, experiential learning and debates. The Biology teachers involved in the study should find flexible and open-ended ways to present environmental concepts that will allow learners to draw their own conclusions about important environmental and societal issues. Regarding teaching methods, the study also recommends that a conducive school and community learning environment should be created for more opportunities for fieldwork and projects to supplement more theoretical classroom activities. As suggested by Ketlhoilwe (2010) on EL epistemological and pedagogies practices, there is also a need to interrogate the possible epistemological and pedagogical practices in the Biology curriculum to find new ways of implementing environmental topics to enrich learners, expand their agency, and enhance reflexivity and responsiveness to risks. This can be done through a participatory mode by stakeholders from various formal and informal education sectors.

3: Reorientation of curriculum documents and other learning support materials used for environmental learning

The study found that, teachers involved in the study highly depend on the syllabus and textbook for teaching environmental topics. The study recommends that all necessary curriculum documents should be revised accordingly and be made available at schools. Materials that will encourage EL links to learner’s everyday lives contain opportunities for fostering discussion around values, beliefs and encourage linking of theory and practice that promote learners participation and decision making. Therefore the study recommends that the Biology textbooks should include more local example and practicals. The study also found that the Biology textbooks are more theoretical and focus more on the subject content rather than on skills development. More practical scenarios from the local sources should thus be added to the Biology textbook. The textbooks should allow participation and give learners opportunities to be actively involved in solving environmental problems. The Biology textbooks should also include more group work tasks that will encourage cooperative learning.

4: Change in assessment approaches

The study found that environmental topics are not examined, this negatively affects the teachers’ implementation of these topics. Thus the study recommends that more environmental topics should be examined both at internal and external examination level. In terms of assessment, it is necessary for teachers to assess learners as part of their pedagogy. In regard to this, the study recommends that, more activities and questions asked should mobilise learners’ prior knowledge, promote critical thinking and reasoning and engage learners in problem solving. Learners are supposed to become problem solvers, if they do not get the necessary skills and knowledge they will not be competent for that.

5: Constraints of EL should be translated into enablers

The study found that in this case concerned inadequate resources, no field trips and lack visualization (video clips) are the main constraints. The study thus recommends provision of

teaching materials such as video clips for teaching. Making available field trip resources such as guided environmental tours, preferably related to EL would be beneficial to the promotion of education in the environment. Environmental education resources could also be produced by nongovernmental organizations and teacher education institutions as have been done by DRFN on Enviroteach projects and Polytechnic of Namibia with the SEEN project. The resources may be designed to support action taking, and to present learners with opportunities to take local actions. Learners could investigate potential action projects that would enable them to make a difference in improving their environments.

Regarding other constraints, the study further recommends that,

 Teachers involved in the study receive support from other teachers, school management, the Education Ministry, community members and cluster schools. Support rendering is essential for higher level of change.

 Regarding time allocation for EL, the study recommends double periods in Biology to provide enough time for practicals and outdoor learning.

 Biology teachers involved in the study should be empowered to realize their vision of acting as agents for social change and working for the betterment of the environment, these teachers should have an opportunity to communicate environmental values and perspectives and act upon curriculum decisions related to EL rather than just relying on textbooks.

 Motivate Biology teachers involved in the study and learners on the importance of and their role in EL.

To develop EL in the Biology curriculum, the constraints to teaching environmental topics should be reduced and enablers should be maximised.