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Methods and patterns of integrating environmental values in teaching science among pre-service elementary teachers

Research Paper | May 1, 2018

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Gilbert C. Magulod Jr.

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J. Bio. Env. Sci.12( 5), 292-300, May 2018


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This study endeavored to describe the methods and patterns employed by pre-service teachers in integrating environmental values in teaching elementary science. The study employed descriptive and evaluative research designs. The research participants were the twenty-seven pre-service elementary teachers. Results revealed that the topics taught by the pre-service elementary teachers pertain to the science curriculum themes of animals, plants, environment, and space. They employed integration of the different approaches, strategies, and techniques in teaching science with the appeal of interdisciplinary, contextualized, problem-based learning, and inquiry-based. Analysis and description of the environmental values infused showed strong adherence to anthropocentrism, biocentrism, and ecocentrism. In like manner, the pre-service teachers employed ten ways of presenting and eliciting environmental values in science teaching. Finally, environmental values were commonly integrated during the synthesis of the lesson and during the preliminary activities while the least observe was the integration of environmental values in all parts of the lesson. Findings imply that there is a need for a sustained integration of environmental values in teaching elementary science to ensure that deepening the values of environmental sensitivity and awareness of the learners. Implications of the study will guide Teacher Education Institutions to prepare future educators who have holistic, dynamic and interactive views in line with environmental education.


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