| dc.description.abstract | In this study an attempt has been made to investigate how the
Ecology section (suitable for fostering awareness and concern for
the environment) of the standard eight Biology syllabus is
taught. Since fieldwork and related exercises are integral
components of ecology, teachers are strongly advised to venture
into such activities.
It was ascertained that the restraints wh ich inhibited teachers
from undertaking meaningful endeavours such as fieldwork include:
an inadequate pre-serv ice training in ecology, with limited or
no experience of fieldwork techniques; lack of time and, syllabus
constraints. It is therefore recommended that there should be a
restructuring of the content and approach followed by the
tertiary institutions involved in teacher training.
Additionally, it should be noted that in the absence of inservice
teaching programmes, and, with the weaknesses identified
in the textbooks, difficult sections experienced by the teachers
(for example, nutrient cycling), will continue to be problematic,
and unsuitable methods of ecology teaching will be perpetuated | en_US |
