The Role Of Science And Technology Education Essay

The impression of sustainable development late emerged in societal scientific disciplines in the seventiess with the realisation that the post-second universe war roar had brought desolation upon the environment. The development of such a construct has been come oning steadily over the past three decennaries ( Leal Filho 2000 ) . Although there have been many guesss about the term “ Sustainable Development ” , it may be defined as ”development that meets the demands of the present without compromising the ability of future coevalss to run into their ain demands ” ( WCED, 1987 ) . For this to happen, Education may be considered as one of the chief fastnesss.

The assorted definitions of the term ”sustainable development ” , are reflected in the assortment of proposals which have emerged for instruction for sustainable development, e.g. , Environmental Education ( EE ) ( UNESCO 1980 ) ; Earth Education ( van Matre 1990 ) ; Environmental and Development Education ( EDE ) ( UNCED ( United Nations Conference on Environment, Development ) 1992 ) ; Environmental Education for Sustainability ( EEfS ) ( Tilbury 1995 ) ; Education for Sustainability ( EfS ) ( Huckle and Sterling 1996 ) ; Education for a Sustainable Future ( ESF ) ( UNESCO 1997 ) ; Education as Sustainability ( EaS ) ( Foster 2001 ) ; Sustainable Development Education ( SDE ) ( Smyth 2002 ) .

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There have been assorted attempts to redefine the facet of instruction that would convey about alteration for sustainable development. In line with this thought, the United Nations declared 2005-2014 as the Decade of Education for Sustainable Development ( DESD ) to force the docket of transformative instruction throughout the universe. Many states have set clear ends in assorted sectors, particularly in the instruction sector, in favour of sustainable development. Mauritius is no exclusion to this. The picks of topics or Fieldss by immature Mauritians seem to be of major concerns for the Mauritanian authorities.

Introduction

Sustainable Development in Mauritian Education System

Over the past two/three hundred decennaries, Mauritius has been witnessing major alterations in ingestion forms and life style. These alterations were due to industrialisation, urbanisation and agricultural patterns which are adversely impacting our support and the hereafter of the planet. Consumption has increased well, ensuing in production of more waste and pollution of the environment with plastics, metal tins, polystyrenes and organic waste from our families, mills, industries and other sectors of activities. With the gradual betterment of our economic system and the influence of communicating, ingestion forms have changed, and Mauritians are therefore paying small attending to blow minimisation and recycling.

On the other manus, there are positive stairss being taken by the authorities to control down wastages, bound injuries caused to the environment and promote sustainable development. Furthermore, Mauritius has embarked on a comprehensive reform programme to travel to its following degree stage development, capitalising on human resource and Information Technology. One of these positive footfalls is the Kyoto Protocol which was signed in May 2001. However, Mauritius is a really little island with small competitory border and is really hapless every bit far as natural resources are concerned. It can merely pull its strength from the human resource. Thus, authorising the labour force and supplying people with proper cognition is the lone manner to fit our state to confront the extroverted challenges. This may be realized merely through instruction. The publicity of Fieldss like scientific discipline and engineering may turn out to be fruitful in prefering sustainable development and let us to anticipate a better hereafter.

Side by side with the above, scientific discipline and engineering provide the most of import accounts of different issues facing modern-day society. Yet in recent old ages fewer immature people seem to be interested in these topics. The authorities has taken it as a challenge to re-engineer scientific discipline and proficient instruction in order to do them suit in our modern universe. In this line of idea, the Ministry has come up with a National Curriculum Framework for secondary school to run into the demands of pupils. Such actions have as purposes, as stated in the study, to fix pupils to confront as grownups the assorted challenges related to modern environmental jobs including waste jobs and to come up with solutions. Hence, Science and Technology is critical in accomplishing economic and societal aims of the Mauritanian Society. Therefore, the importance of instruction in advancing sustainable development can non be questioned.

However, there are blanks in the Mauritanian Education System to the hurt of sustainable development. This is non merely the instance for Mauritius but in some other states besides this has been observed- When asked to place the chief obstructions to implementing the rules of sustainable development in educational and economic systems, respondents were of the sentiment that the causes and effects of unsustainable patterns are non analyzed, i.e. , there was small insight and preparedness to alter unsustainable patterns. In add-on, due to the fact that the rules of sustainability and the constructs behind this attack had non been explained sufficiently, most people still did non understand it. ( Filho et al 2008 )

Harmonizing to Verbitskaya et Al ( 2002 ) , accomplishment of sustainable development of instruction is necessary status for accomplishing sustainable development in the wider sense. Our Mauritanian instruction system seems to be neglecting in this regard. This is the chief ground why the demand for alteration is felt. Sustainable development requires a new manner of thought, and a long-run attack ( Striebig et al 2006 ) . Inculcating this “ new manner of thought ” is the function of educational establishments. Education establishments have a duty to develop human resources with the cognition, attitudes, and accomplishments necessary to turn to the challenges originating from Swift and unforeseen environmental, societal, and economic alteration. This requires holistic attacks in the field of Environmental Education for Sustainable Development ( EESD ) ( Angelina P. Galang 2010 ) . To farther high spot the importance of instruction in advancing sustainable development the undermentioned statement can be considered- To learn our hereafter leaders sustainable development ( SD ) is the cardinal issue for our planet to last: the challenge is so tremendous that we need to mobilise all the learning ability that we can acquire. Education is of cardinal importance ( Karel F. Mulder 2009 ) .

In our context it has been noted that a bulk of pupils have a inclination of hedging topics which are closely related to Sustainable Development ( compared to other topics ) .

Academic establishments have the duty and the chance to supply experiences that touch pupils deeply through all facets of campus life and the acquisition environment ( Angelina P. Galang 2010 ) . Since the Mauritanian Education Systems seems unable to advance sustainable development to the desired extent, this research is aimed at happening if a alteration in course of study and teaching method will finally assist in advancing sustainable development. Such alterations have so been fruitful in some states like Japan- This resulted in the choice of many undertakings with community outreach activities and provided different illustrations of community and town development work ( Ko Nomura 2010 ) .

3.0 Rationale

Mauritius is since long seeking to go a green island. The ‘Maurice I’ile lasting ‘ ( MID ) construct is being applied in about all organisations and systems, but there is a demand to measure how successful the construct has been implemented. Education plays a major function for the development of a state. It is believed that sustainable development should be inculcated in our immature citizens during their old ages of schooling in order to responsibilize them towards the sustainable ideal imagined by Mauritius. One major undertaking in readying in this line of idea is ‘science for all ‘ construct to be applied at secondary degree. In fact, this is the debut of a new capable “ twenty-first Century Science ” made compulsory to non scientific discipline pupils up to Form 5. This topic is aimed at making environment friendly engineering users of tomorrow. This undertaking is presently on pilot proving in 11 schools in Mauritius and Rodrigues and will surely be adopted across the board by following twelvemonth.

This research intends to look into the function of scientific discipline and engineering at lower secondary degree in the sustainable development of Mauritius. Science and engineering will include a broad scope of topics like pure scientific disciplines and applied scientific disciplines such as computer science, Design and Technology, Home Economics and Agriculture. Therefore this paper aims at measuring accomplishments of the designed course of study in advancing a sustainable development attitude among our pupils in the lower secondary. The research besides intends to observe drawbacks in the course of study which hinders the development of the MID construct among the lower secondary pupils. Students of the lower secondary have been chosen because they are at a phase of psychological development where they can acquire easy molded in any way depending on the nature of stimulation that is they can be either made to develop a sustainable or an anti-sustainable attitude as per the nature of information and counsel provided to them.

4.0 Aims

Harmonizing to a study from Nufield foundation ( 2008 ) in Europe entitled “ Science Education in Europe, a critical contemplation ” , 5 recommendations were proposed to European schools.

These recommendations are as follows:

Promoting effectual environmental nines in the everyday instruction course of study.

Teachers should hold up-to-date cognition about scientific discipline and engineering.

Developing and widening the ways in which scientific discipline is taught is indispensable for bettering pupil battle. ( New course of study & A ; Innovative teaching method )

With regard to the 4th recommendation pupils perception about scientific discipline should be alteration.

At the terminal of this survey the above stated recommendations will be analyzed to see if there is a demand to implement them in the Mauritanian context.

In a nut shell we can state that this research aims at measuring accomplishments of the designed course of study in advancing a sustainable development attitude among our pupils in the lower secondary.

Hypothesis

Can a alteration in teaching method in secondary school helps in accomplishing a green Mauritius?

5.0 Method

Method

A non-experimental research design ( Pedhazur, Pedhazur, & A ; Schmelkin, 1991 ) and quantitative research methods were used in the survey. Schools, instructors and pupils were indiscriminately selected from the population of secondary instruction in Mauritius. We have used study methods to roll up informations from the letter writers.

Survey

SurveysA are used to roll up quantitative information in a given population. As most study involve administrating inquiries to respondents depending on its intent, it may concentrate on sentiments or factual information. It is an efficient manner of roll uping information from a big figure of respondents. It is besides cheaper to carry on. But the cogency depends on the motive, honestness and ability of the participants to react, as the participants are non acute to reply open-ended inquiries. The questionnaire consists of both unfastened and closed inquiries where participant has to take either “ Yes ” or “ No ” , therefore both quantitative and qualitative informations will be collected. The participants were asked to rank their cognition toward sustainable development on a 5-point Likert-type, ordinal graduated tables ( i.e. , 1 = bad to 5 = excellent ) .

Questionnaire

The usage of a questionnaire was chosen since it was the most suited method to measure and enter pupils ‘ and instructors ‘ attitudes towards sustainable development in the educational system of Mauritius. Furthermore, questionnaire is the most normally used tool for research and regarded as the most proper method for mix research efforts. Furthermore, research workers are familiar with it ( Javeau, 1996 ; Vamvoukas, 1998 ; Labaw, 1980 ; DeVaus, 1986 ) . Therefore a well designed and proper usage of questionnaire will supply really utile and critical information both qualitatively and quantitatively ( Mucchielli, 1968 ) . Thus a high degree of cogency and consistence of the survey is warrant.

Questionnaire has been chosen to carry on this research as:

It stimulates the involvement and increases the engagement of the participant in the survey ( Javeau, 1996 ) ;

It lends itself to roll up information about positions and thoughts provided by people as these may non be detected easy utilizing other agencies ( Fraise and Piaget, 1970 ) ; and

It allows uninterrupted proving and changes to guarantee proper design ( Javeau, 1996 ) .

These are the stairss followed in planing this research:

Formulate the aims of the research.

Formulate the research hypothesis.

First a test questionnaire was designed and distributed to a little figure of pupils and pedagogues ( 30 pupils and 20 pedagogues chosen at random ) .

The replies of the sculptural questionnaire were lucubrating and finding the ambiguity of the inquiries and besides inquiries that are hard to reply.

Finalize the questionnaire.

Specifying its range.

Roll up the completed questionnaires and coded ( utilizing variables )

Elaborate the replies utilizing statistical plan like SPSS, version 14.0 and Ms excel.

Write the survey, measure the consequences provide recommendations and draw decisions.

A questionnaire consisting of 29 and 34 statements were distributed the pupils and pedagogue severally, to enter their attitudes towards sustainable development in instruction. More specifically, the 29 statements contain inquiries in 5 major countries, which concerned:

( 1 ) The learning methodological analysis ( teaching method ) and sustainable development in instruction ;

( 2 ) The function of sustainable development in the course of study ;

( 3 ) The pick of topics ;

( 4 ) The pupils versus scientific discipline topics.

( 5 ) Future orientation of the pupils

Sample

A graded probabilistic sample of pupils was chosen to reply the questionnaire utilizing the convenience trying techniques. The pupils are from province, private and confessional schools in the four zones. We have chosen signifier 3 and 5 as at these phases the pupils make their pick of topics harmonizing to their calling orientation and degree of troubles. There are 200 form 3 pupils and 103 signifier 5 for a sample size of 303 pupils and assurance interval of 5 % . From the sample of signifier 3 respondents, there are ( 162, 81 % ) male and ( 38, 19 % ) female. The schools distributions of signifier 3 pupils are as follows: ( 108, 54 % ) confessional, ( 46, 23 % ) province and ( 46, 23 % ) private. For the signifier 5 respondents, there are ( 69, 67 % ) male and ( 34, 33 % ) female.

For the pedagogues, a random and convenience sample was selected from the population of instructors in the secondary schools in Mauritius with a sample size of 313 with a assurance interval of 6 % . The pedagogues are from province, private, confessional and fee paying schools, 56.9 % of the respondents were male and 43.1 % were female. They were taken at random independent of their capable taught or specialization. The participants are largely grade 1 instructor with learning experiences from 1 to 20 old ages. The selected instructors across the schools are as follows: ( 145, 46.3 % ) private, ( 87, and 27.8 % ) province, ( 51, and 16.3 % ) confessional and ( 30, 9.6 % ) fee paying.

The sample size was calculated by the expression provided by the undermentioned nexus: hypertext transfer protocol: //www.surveysystem.com/sscalc.htm.

Teacher

Male

Female

Private

State

Confessional

Fee paying

Entire

178

135

145

87

51

30

Percentage

56.9

43.1

46.3

27.8

16.3

9.6

Form 3 pupils

Male

Female

Private

State

Confessional

Fee paying

Entire

162

38

46

46

108

Percentage

81

19

23

23

54

Form 5 pupils

Male

Female

Private

State

Confessional

Fee paying

Entire

69

34

12

91

Percentage

67

33

11.7

88.3

6.0 Analysis and Consequences

6.1 Respondent profile

Questions

Form 3 Students

Form 5 Students

Teachers

Gender

Male

Female

Male

Female

Male

Female

162

38

6.2 Consequences for Recommendation 1: Encouraging effectual environmental nines in the everyday instruction course of study.

6.1.1 Engagement of pupils in environmental nines

Figure 1: Bar Chart demoing pupils engagement in environmental nines

Harmonizing to the research paper from Nigeria ( Contributions of Environmental Clubs Toward

Improved Environmental Programs in Selected Secondary Schools in Ibadan, Nigeria ) , it is said that Environmental instruction is really demanding in schools sing the construction and patterns in developing states. Filho ( 1996 ) has provided a list that Environmental instruction should include, illustration instruction for biodiversity, for sustainability, for preservation, ecological, instruction for sustainable development, for overall development, and for sustainable life. Therefore YES nines were introduced in 12 schools in Ibadan in Nigeria, these nines were strictly voluntary, informal, not spiritual design by Division of Environmental Health ( 1996 ) .

The graph above shows that among 303 pupils, merely 14.5 % of 200 signifier 3 pupils are active in environmental nines and organize 5 45.6 % of 103, but most of these pupils will non prosecute higher surveies, they will be on the work market shortly. Furthermore pupil in lower signifiers are less likely to take part in these nines. It should hold been the manner unit of ammunition, there should hold more pupils in nines than instructors as the pupil would the leaders of tomorrow. Study has seen that 49.5 % of signifier 3 pupils are non cognizant of environmental nine in the school, furthermore 71.1 % do non take part in competition refering environmental issues. In Nigeria the pupils were actively engaged in environmental issues in schools and their local community despite the deficiency of some indispensable substructures such as boreholes. Furthermore in the early stripling the childs are in hunt for their individuality.

6.2.2 Students and instructors consciousness of environmental nines at schools.

Figure 2: Bar chart demoing pupils consciousness of environmental nines at school

The graph shows more accent should be put at lower degree to market the environmental nines, so as to promote pupils to actively prosecute in these nines, for their ain benefits, therefore the school environment and besides Mauritius. As school environment plays an of import function in the kid ‘s overall development since it is an built-in portion of the kid ‘s full societal environment harmonizing to the Federal Ministry of Environment ( 2005 ) . Therefore, it is the most appropriate clip to supply counsel and support as in the nines the pupils would be able to portion thoughts and values, there would be a infinite where they can discourse about cardinal issues and voice out their positions and take portion in determination devising.

But all the environmental nines should hold the same models so as to accomplish the desire ends both locally and nationally but can hold different names, but non imposed by the Ministry of Education. Proper preparation in Environmental Education must be given to instructors, so that the execution and monitoring of the nines achieve the desire ends. But in the Mauritanian schools the instructors are non trained in Environment Education this may explicate why 51.8 % do non advance sustainable development in their topic.

The members of these nines will develop critical thought, and larn more by find acquisition, as the nines could organize arguments, play and sharing of positions among schools. Furthermore, the consciousness towards environment and sustainable development will increase. Since environmental instruction is the solution to sustainable development. In Mauritius although there are environmental nines in certain schools, the consciousness about sustainable development is low as shown in figure 3 below. But research workers argue that the YES nines in Nigeria have increased the pupil ‘s consciousness toward sustainable development.

6.2.3 Students knowledge about Sustainable development

Figure 3: Students knowledge about sustainable development

If the pupils were active in such nines their positions would hold changed, and the consequences would be different. Since the pupil in these nines would works cosmetic trees to better the schools ‘ environment, therefore as there about 194 schools across Mauritius, the whole island will profit from these nines

6.3 Consequences for Recommendation 2: Teachers should hold up-to-date cognition about scientific discipline and engineering

6.2.1 Teacher cognition on Sustainable development

Harmonizing to the Nuffield study ( 2007 ) , good quality instructors with up-to-date cognition and accomplishments are the pillars of any system of scientific discipline instruction. Quality of instructors is so a really of import finding factor of any instruction system around the Earth. In other words, the success of any instruction system depends greatly on how good its instructors are dynamic refering understanding new updated cognition in their ain capable affair.

In our study, it has been decided to prove the cognition of instructors on footings normally associated with sustainable development. As mentioned before it is really of import for instructors to be knowing in a peculiar field in order to pass on the coveted tendency among their pupils, in this instance a positive attitude towards sustainable development and sustainable life. The consequences of the study are displayed below.

Figure 4: Bar chart demoing teacher ‘s cognition with regard to sustainable development

Harmonizing to the graph, it can be seen that more than 80 % of instructors have a good cognition of common footings with regard to sustainable development. The corresponding figures are 90 % for the term sustainable development, about 100 % for Ile Durable, around 80 % for 3Rs that is Reduce, Recycle and Reuse, and about 85 % for clean energy.

Figure 5: Bar chart demoing – cognition of instructors with regard to Science related footings

Harmonizing to the study, the cognition of instructors with regard to science related footings like Global Warming, Ozone Depletion, solar Energy, Wind Energy, Wave Energy, Biodegradable and Pollution is extremely optimistic since the rate of bad cognition is comparatively really low.

6.4 Consequences for Recommendation 3: Development and widening the ways in which scientific discipline is taught is indispensable for bettering pupil battle. ( New course of study & A ; Innovative teaching method )

6.4.1 Teachers perceptual experience upon alterations that should be made in school course of study, teaching method and recourses available to advance sustainable development.

Figure 6: Bar chart demoing alterations to be made in the instruction system to advance sustainable development

From the above graph most instructors think that publicity of sustainable development will non be a success unless the above 3 constituents are reviewed by policy shapers.

6.4.2 Teaching schemes that are largely used during learning irrespective of capable being taught.

Figure 7: Pie chart demoing learning schemes used at school

Although we are in the twenty-first century whereby instruction and acquisition schemes has evolved towards a more constructivist attack, 50.67 % of instructors is still utilizing talking ( classical instruction scheme ) most of the clip.

6.4.3 Relationship between capable taught and sustainable development

Cross check demoing consequences of capable being taught with regard to sustainable development

Relationship between capable taught and Sustainable development

A

A

Entire

Capable Taught

A

yes

no

A

English

Expected Count

29.61

20.39

50.00

A

% within Subject taught

68.00

32.00

100.00

A

% of Entire

11.18

5.26

16.45

Gallic

Expected Count

17.17

11.83

29.00

A

% within Subject taught

48.28

51.72

100.00

A

% of Entire

4.61

4.93

9.54

Art & A ; CDT

Expected Count

9.10

7.86

16.96

A

% within Subject taught

62.31

37.69

100.00

A

% of Entire

1.97

1.97

3.95

Business

Expected Count

3.55

2.45

6.00

A

% within Subject taught

66.67

33.33

100.00

A

% of Entire

1.32

0.66

1.97

Computer

Expected Count

15.39

10.61

26.00

A

% within Subject taught

61.54

38.46

100.00

A

% of Entire

5.26

3.29

8.55

Mathematicss

Expected Count

15.99

11.01

27.00

A

% within Subject taught

33.33

66.67

100.00

A

% of Entire

2.96

5.92

8.88

Physicss

Expected Count

7.70

5.30

13.00

A

% within Subject taught

61.54

38.46

100.00

A

% of Entire

2.63

1.64

4.28

History

Expected Count

7.70

5.30

13.00

A

% within Subject taught

38.46

61.54

100.00

A

% of Entire

1.64

2.63

4.28

Biology

Expected Count

10.07

6.93

17.00

A

% within Subject taught

52.94

47.06

100.00

A

% of Entire

2.96

2.63

5.59

Chemistry

Expected Count

5.33

3.67

9.00

A

% within Subject taught

55.56

44.44

100.00

A

% of Entire

1.64

1.32

2.96

Pe

Expected Count

5.33

3.67

9.00

A

% within Subject taught

44.44

55.56

100.00

A

% of Entire

1.32

1.64

2.96

H.Economics

Expected Count

6.51

4.49

11.00

A

% within Subject taught

54.55

45.45

100.00

A

% of Entire

1.97

1.64

3.62

Sociology

Expected Count

2.37

1.63

4.00

A

% within Subject taught

50.00

50.00

100.00

A

% of Entire

0.66

0.66

1.32

Management

Expected Count

1.18

0.82

2.00

A

% within Subject taught

0.00

100.00

100.00

A

% of Entire

0.00

0.66

0.66

Commerce

Expected Count

3.55

2.45

6.00

A

% within Subject taught

33.33

66.67

100.00

A

% of Entire

0.66

1.32

1.97

Economicss

Expected Count

4.74

3.26

8.00

A

% within Subject taught

75.00

25.00

100.00

A

% of Entire

1.97

0.66

2.63

History

Expected Count

1.18

0.82

2.00

A

% within Subject taught

100.00

0.00

100.00

A

% of Entire

0.66

0.00

0.66

Integrated Science

Expected Count

2.96

2.04

5.00

A

% within Subject taught

100.00

0.00

100.00

A

% of Entire

1.64

0.00

1.64

Food & A ; Nut

Expected Count

1.18

0.82

2.00

A

% within Subject taught

0.00

100.00

100.00

Travel & A ; Tourism

Expected Count

3.55

2.45

6.00

A

% within Subject taught

100.00

0.00

100.00

A

% of Entire

1.97

0.00

1.97

Religious Surveies

Expected Count

13.02

8.98

2.00

A

% within Subject taught

83.33

16.67

100.00

A

% of Entire

1.64

0.33

1.97

Agribusiness

Expected Count

2.37

1.63

4.00

A

% within Subject taught

100.00

0.00

100.00

A

% of Entire

1.32

0.00

1.32

A

Expected Count

180.00

124.00

304.00

A

% within Subject taught

59.21

40.79

100.00

A

% within Do the instruction capable give info about SD

100.00

100.00

100.00

A

% of Entire

59.21

40.79

100.00

Chi-Square Trials

Value

df

Asymp. Sig. ( 2-sided )

Pearson Chi-Square

45.36

26.00

0.01

Likelihood Ratio

56.19

26.00

0.00

Linear-by-Linear Association

3.02

1.00

0.08

N of Valid Cases

304.00

A

A

a

32 cells ( 59.3 % ) have expected count less than 5. The lower limit expected count is.82.

A

A

A

A

A

A

A

A

A

A

Symmetrical Measures

Value

Approx. Sig.

Nominal by Nominal

Phi

0.39

0.01

A

Cramer ‘s V

0.39

0.01

N of Valid Cases

A

304.00

A

a

Not presuming the void hypothesis.

A

A

B

Using the asymptotic criterion mistake presuming the void hypothesis.

A

A

The Chi-square trial analysis shows that there is a relationship between variables capable taught and sustainable development since asymp. Sig. is less than 0.05

Furthermore the Phi & A ; Cramer ‘s value is 0.39 demoing how strong the relationship is between these 2 variables.

Since the Phi & A ; Cramer ‘s value is really far from 1 it can be concluded that the relationship is really weak. Therefore topics taught at school do non include sustainable development as portion of their course of study.

6.5 Consequences for recommendation 4: Students ‘ perceptual experience about scientific discipline should be alteration.

6.5.1 Motivation of pupils and invention

Harmonizing to Osbone et Al ( 2008 ) , more efforts at advanced course of study and ways of organizing the instruction of scientific discipline that address the issue of low pupil motive are required. These inventions need to be evaluated. In peculiar, a physical scientific discipline course of study that specifically focuses on developing an apprehension of scientific discipline in contexts that are known to involvement misss should be developed. Here two chief facets can be highlighted. The first one being pupils must be motivated and the 2nd being it should be tried that misss take involvement in scientific discipline topics. The inquiry that arise here are – Is the state of affairs prevailing in Mauritius similar? Do the mentioned recommendations mentioned above still stand when put in the Mauritanian instruction system?

The research showed that most of the pupils perceive scientific discipline topics as hard topics doing them less motivated in taking these. When pupils were asked which subject they found most hard around 80 % of the resposes were science topics. This is one of the chief grounds why pupils have a tendancy to hedge these. This causes monolithic eroding of the figure of pupils from the scientific discipline field.

Figure 8: Students perception towards the most hard topic in the scientific discipline and technological field

Furthermore, a big figure of pupils are non agreeable to the fact that scientific discipline topics be made compulsory in upper signifiers and demo negative grasp towards scientific discipline topics.

75 %

25 %

Figure 9: Students ‘ perceptual experience towards scientific discipline as a compulsory topic

Harmonizing to a study from Nufield foundation ( 2008 ) in Europe entitled “ Science Education in Europe, a critical contemplation ” pupil ‘s grasp towards scientific discipline and engineering is greatly affected by the teaching method used. Figure 7 supports the above statement.

7.0 Recommendation

Recommendations

Status

Promoting effectual environmental nines in the everyday instruction course of study.

N.I

Teachers should hold up-to-date cognition about scientific discipline and engineering.

N.N

Developing and widening the ways in which scientific discipline is taught is indispensable for bettering pupil battle. ( New course of study & A ; Innovative teaching method )

N.I

With regard to the 4th recommendation pupils perception about scientific discipline should be alteration.

N.I

Based on the consequences objects we found that out of the 4 recommendations, 3 should be implemented ( Recommendation 1, 3 & A ; 4 ) . As for recommendation 2 we have found that instructors are rather knowing about sustainable development.

8.0 Decision

In a nut shell, it is an undeniable fact that our instructors have good cognition related to sustainable development ; nevertheless there is a job while reassigning this cognition to pupils. Merely a alteration in teaching method and course of study, whereby pupils will alter their perceptual experience towards scientific discipline and sustainable development constructs is incorporated in about most capable, will assist in advancing a “ Green Mauritius ”

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