how ‘green’ are our prospective teachers? a comparative lebanon/australia study barend...

HOW ‘GREEN’ ARE OUR HOW ‘GREEN’ ARE OUR PROSPECTIVE TEACHERS?PROSPECTIVE TEACHERS?

A COMPARATIVE A COMPARATIVE LEBANON/AUSTRALIA STUDYLEBANON/AUSTRALIA STUDY

Barend VlaardingerbroekBarend VlaardingerbroekAmerican University of Beirut, LebanonAmerican University of Beirut, Lebanon

T.G. Neil TaylorT.G. Neil TaylorUniversity of New England, AustraliaUniversity of New England, Australia

Environmental issues of global concern such as Environmental issues of global concern such as Greenhouse/climate change, pollution, sustainable use Greenhouse/climate change, pollution, sustainable use of resourcesof resources

Environmental knowledge and positive attitudes can Environmental knowledge and positive attitudes can translate into environmentally responsible behaviourtranslate into environmentally responsible behaviour

Environmental studies are interdisciplinary, not just Environmental studies are interdisciplinary, not just ‘Science’ – can act as a focal point for many topics in ‘Science’ – can act as a focal point for many topics in various school subjectsvarious school subjects

1998 educational reforms in Lebanon brought 1998 educational reforms in Lebanon brought environmental studies into the sciences, also environmental studies into the sciences, also Geography and CivicsGeography and Civics

WHAT’S THE BIG DEAL ABOUT WHAT’S THE BIG DEAL ABOUT ENVIRONMENTAL EDUCATION?ENVIRONMENTAL EDUCATION?

Environmental education is not just about Environmental education is not just about including environmental units in Science including environmental units in Science curricula but about infusing an environmental curricula but about infusing an environmental focus into the entire school curriculum from focus into the entire school curriculum from Grade 1 to Grade 12.Grade 1 to Grade 12.

All teachers, primary and secondary, whatever All teachers, primary and secondary, whatever their subject specialisation, should have some their subject specialisation, should have some knowledge of environmental matters.knowledge of environmental matters.

To compare the environmental knowledge & To compare the environmental knowledge & attitudes of prospective Lebanese & Australian attitudes of prospective Lebanese & Australian teachers.teachers.

What knowledge?What knowledge? Global issuesGlobal issuesNational issuesNational issues

What attitudes?What attitudes?Towards environmentally responsible behaviour.Towards environmentally responsible behaviour.Towards environmental education.Towards environmental education.

Why Australian?Why Australian?An arbitrary yardstick using a country where An arbitrary yardstick using a country where environmental issues enjoy a high public profile & environmental issues enjoy a high public profile & where environmental education is highly developed.where environmental education is highly developed.

BROAD AIM OF THE STUDYBROAD AIM OF THE STUDY

THE SAMPLESTHE SAMPLES

Lebanon – Lebanon – All available AUB & LAU Education degree All available AUB & LAU Education degree & diploma students in their final semester of study & diploma students in their final semester of study for that qualification.for that qualification.

AUB & LAU students follow academic programmes AUB & LAU students follow academic programmes very similar to those of their counterparts in very similar to those of their counterparts in Australia.Australia.

Received sample was 87 of which 5 were men Received sample was 87 of which 5 were men .. Age range 20 – 47 but mostly below 25.Age range 20 – 47 but mostly below 25. 43 studying to be primary teachers mostly through 43 studying to be primary teachers mostly through

the B.A. (Elem. Educ.)the B.A. (Elem. Educ.) 44 doing the T.D. (Secondary) – Science, Maths, 44 doing the T.D. (Secondary) – Science, Maths,

Lang/Lit, Economics, Art.Lang/Lit, Economics, Art.

Australia – Australia – All available UNE students in their All available UNE students in their final year of study for a B.Ed., B.T. (taken as a final year of study for a B.Ed., B.T. (taken as a second degree alongside a subject degree), or second degree alongside a subject degree), or PGDE.PGDE.

>150 eligible participants so a subsampling >150 eligible participants so a subsampling routine was used to create an Australian routine was used to create an Australian reference group of 87 matched with the reference group of 87 matched with the Lebanese sample by destination level Lebanese sample by destination level (primary/secondary), gender, and age.(primary/secondary), gender, and age.

THE INSTRUMENTTHE INSTRUMENT

Questionnaire filled in under supervised conditionsQuestionnaire filled in under supervised conditionsSections:Sections: Personal variables, personal level of interest in Personal variables, personal level of interest in

these issuesthese issues Knowledge of Global Environmental Issues test: Knowledge of Global Environmental Issues test:

15 MCQ items15 MCQ items National Environmental Issues awareness itemNational Environmental Issues awareness item Attitudes Towards Environmental Issues: 10 Likert Attitudes Towards Environmental Issues: 10 Likert

items: 5 on general issues targeting environmental items: 5 on general issues targeting environmental behaviour & 5 on environmental educationbehaviour & 5 on environmental education

LEVELS OF PERSONAL INTEREST IN LEVELS OF PERSONAL INTEREST IN ENVIRONMENTAL ISSUESENVIRONMENTAL ISSUES

Very Very interestedinterested

Slightly Slightly interestedinterested

Not Not interestedinterested

LebaneseLebanese 43%43% 53%53% 5%5%

AustralianAustralian 40%40% 57%57% 2%2%

X2 = 0.89 NSD

KNOWLEDGE OF GLOBAL KNOWLEDGE OF GLOBAL ENVIRONMENTAL ISSUES TESTENVIRONMENTAL ISSUES TEST

MeanMean SDSD tt

Lebanese primaryLebanese primary 50%50% 15%15%

Australian primaryAustralian primary 64%64% 11%11% 5.07 p<0.015.07 p<0.01

Lebanese secondaryLebanese secondary 49%49% 18%18%

Australian secondaryAustralian secondary 72%72% 12%12% 7.27 p<0.017.27 p<0.01

All LebaneseAll Lebanese 50%50% 16%16%

All AustralianAll Australian 68%68% 12%12% 8.70 p<0.018.70 p<0.01

For the Lebanese students, there was no For the Lebanese students, there was no statistically significant difference between LAU statistically significant difference between LAU and AUB, between primary and secondary, or and AUB, between primary and secondary, or between science and non-science students between science and non-science students

The sample was remarkably homogeneous The sample was remarkably homogeneous with respect to these variables.with respect to these variables.

KNOWLEDGE TEST ITEM ANALYSESKNOWLEDGE TEST ITEM ANALYSES

(1)(1) Which of the following gases contributes the most Which of the following gases contributes the most to the Greenhouse Effect?to the Greenhouse Effect?

(a) sulphur dioxide (SO(a) sulphur dioxide (SO22)) (b) carbon dioxide (CO(b) carbon dioxide (CO22))(c) methane (CH(c) methane (CH44)) (d) chlorofluorocarbons or ‘CFCs’(d) chlorofluorocarbons or ‘CFCs’% Correct – Lebanese% Correct – Lebanese 68%, Australian 51%68%, Australian 51%Most common error – (d) – Leb 26%, Aus 33%Most common error – (d) – Leb 26%, Aus 33%

(2) Which of the following processes contributes the (2) Which of the following processes contributes the most to global warming?most to global warming?

(a) farming practices(a) farming practices(b)(b) burning of fossil fuelsburning of fossil fuels(c) refrigeration technology(c) refrigeration technology (d) nuclear electricity generation(d) nuclear electricity generation% Correct – Lebanese 67%, Aus 89%% Correct – Lebanese 67%, Aus 89%

(3) Which of the following best explains the rising of (3) Which of the following best explains the rising of sea levels due to global warming?sea levels due to global warming?

(a) increased rainfall(a) increased rainfall (b) expansion of water as it warms(b) expansion of water as it warms(c) melting of polar ice(c) melting of polar ice (d) increased flooding of rivers(d) increased flooding of rivers% Correct – Lebanese 66%, Australian 95%% Correct – Lebanese 66%, Australian 95%

(4) Which of these human diseases is most likely to (4) Which of these human diseases is most likely to become more common because of ozone layer become more common because of ozone layer depletion?depletion?

(a) (a) skin cancerskin cancer (b) asthma(b) asthma(c) heart attacks(c) heart attacks (d) leukaemia(d) leukaemia% Correct – Lebanese 93%, Australian 97%% Correct – Lebanese 93%, Australian 97%

(5) The use of unleaded petrol reduces(5) The use of unleaded petrol reduces(a) atmospheric heat retention(a) atmospheric heat retention

(b) ground-level ozone production(b) ground-level ozone production

(c) the incidence of human respiratory diseases(c) the incidence of human respiratory diseases

(d) the incidence of human nervous system disorders(d) the incidence of human nervous system disorders

% Correct – Lebanese 13%, Australian 9%% Correct – Lebanese 13%, Australian 9% but also but also Most common error for Leb – (b) 38%; Aus – (c) 39%Most common error for Leb – (b) 38%; Aus – (c) 39%

(6) “Acid rain” is mainly caused by gases released by(6) “Acid rain” is mainly caused by gases released by(a) the rotting of organic wastes(a) the rotting of organic wastes (b) petrol and diesel engines(b) petrol and diesel engines

(c) the burning of coal for electricity generation(c) the burning of coal for electricity generation

(d) aerosol spray cans(d) aerosol spray cans

% Correct – Lebanese 36%, Australian 55%% Correct – Lebanese 36%, Australian 55%

Most common error – (b) – Leb 37%, Aus 30%Most common error – (b) – Leb 37%, Aus 30%

(7) The main source of pollution of rivers and lakes is(7) The main source of pollution of rivers and lakes is(a) the flow of fertilisers and animal wastes from farmland(a) the flow of fertilisers and animal wastes from farmland (b) the dumping of toxic wastes by factories(b) the dumping of toxic wastes by factories(c) the pumping of raw sewage by cities(c) the pumping of raw sewage by cities(d) the throwing of litter and rubbish(d) the throwing of litter and rubbish% Correct – Lebanese 9%, Australian 49%% Correct – Lebanese 9%, Australian 49%Most common error for Leb – (b) 69%Most common error for Leb – (b) 69%

(8) The removal of forest cover contributes to(8) The removal of forest cover contributes to(a) both desert formation and the increased flooding of rivers(a) both desert formation and the increased flooding of rivers(b) desert formation, but not the increased flooding of rivers(b) desert formation, but not the increased flooding of rivers(c) the increased flooding of rivers, but not desert formation(c) the increased flooding of rivers, but not desert formation(d) neither desert formation nor the increased flooding of rivers(d) neither desert formation nor the increased flooding of rivers% Correct – Lebanese 52%, Australian 45%% Correct – Lebanese 52%, Australian 45%

9) The main reason for the removal of tropical 9) The main reason for the removal of tropical hardwood tree species in developing countries ishardwood tree species in developing countries is

(a) to create more land for agriculture.(a) to create more land for agriculture.

(b) to clear land for building cities.(b) to clear land for building cities.

(c) to make money by exporting the timber.(c) to make money by exporting the timber.

(d) to provide wood for local housing.(d) to provide wood for local housing.


Most common error for Leb – (b) 54%, Aus (a) – 31%Most common error for Leb – (b) 54%, Aus (a) – 31%

(10) Which of the following describes what eventually happens (10) Which of the following describes what eventually happens when a heavy metal such as mercury enters food chains by when a heavy metal such as mercury enters food chains by being absorbed by plants?being absorbed by plants?

(a)(a) The metal will kill the plants quickly and not enter the bodies of The metal will kill the plants quickly and not enter the bodies of herbivores or carnivores as it will be returned to the soilherbivores or carnivores as it will be returned to the soil

(b) (b) The metal will occur in approximately equal concentrations in the The metal will occur in approximately equal concentrations in the bodies of the plants and the local herbivores and carnivoresbodies of the plants and the local herbivores and carnivores

(c) The metal will occur in low concentrations in the plants, (c) The metal will occur in low concentrations in the plants, higher concentrations in local herbivores, and even higher higher concentrations in local herbivores, and even higher concentrations in local carnivoresconcentrations in local carnivores

(d) The metal will occur in high concentrations in the plants, lower (d) The metal will occur in high concentrations in the plants, lower concentrations in local herbivores, and even lower concentrations concentrations in local herbivores, and even lower concentrations in local carnivoresin local carnivores

% Correct – Lebanese 37%, Australian 47%% Correct – Lebanese 37%, Australian 47%Most common error – (d) – Leb 25%, Aus 28%Most common error – (d) – Leb 25%, Aus 28%

(11) Which of the following is a renewable resource?(11) Which of the following is a renewable resource?(a) oil(a) oil (b) wood(b) wood

(c) iron ore(c) iron ore (d) uranium(d) uranium


Most common error for Leb – (c) 37%Most common error for Leb – (c) 37%

(12) Which of the following is biodegradable?(12) Which of the following is biodegradable?(a) paper(a) paper (b) nylon(b) nylon

(c) steel(c) steel (d) glass(d) glass


(13) Which of the following substances present in (13) Which of the following substances present in domestic garbage – glass, steel cans, and paper – domestic garbage – glass, steel cans, and paper – are recyclable?are recyclable?

(a) all of them are recyclable(a) all of them are recyclable(b) glass and steel cans are recyclable, but paper is not(b) glass and steel cans are recyclable, but paper is not(c) glass and paper are recyclable, but steel cans are not(c) glass and paper are recyclable, but steel cans are not(d) steel cans and paper are recyclable, but glass is not(d) steel cans and paper are recyclable, but glass is not% Correct – Lebanese 75%, Australian 90%% Correct – Lebanese 75%, Australian 90%

(14) Which of these would be considered a “hazardous (14) Which of these would be considered a “hazardous waste”?waste”?

(a) car battery(a) car battery (b) plastic packaging(b) plastic packaging(c) spoiled food(c) spoiled food (d) empty beer cans(d) empty beer cans% Correct – Lebanese 57%, Australian 87%% Correct – Lebanese 57%, Australian 87%

(15) The most common reason why many animal (15) The most common reason why many animal species have become extinct over the past species have become extinct over the past hundred years ishundred years is

(a) global climatic change(a) global climatic change(b) human activity destroying their habitats(b) human activity destroying their habitats(c) hunting and trapping by people(c) hunting and trapping by people(d) poisoning by agricultural sprays(d) poisoning by agricultural sprays% Correct – Lebanese 56%, Australian 87%% Correct – Lebanese 56%, Australian 87%

The Lebanese students appeared to lag behind their Australian The Lebanese students appeared to lag behind their Australian counterparts fairly consistently.counterparts fairly consistently.

NATIONAL ENVIRONMENTAL NATIONAL ENVIRONMENTAL ISSUESISSUES

Open itemOpen itemNumber of Lebanese students raising national issues: 16. Number of Lebanese students raising national issues: 16. Total: 19.Total: 19.

domestic refusedomestic refuse lack of recyclinglack of recycling noisenoise

coastal water pollutioncoastal water pollution

Number of Australian students raising national issues: 26. Total: 43.soil salinitysoil salinity climate changeclimate change river degradationriver degradation

waste disposalwaste disposal energy generationenergy generation miningmining

dune preservationdune preservation reef degradationreef degradation erosionerosion

nuclear wastesnuclear wastes exotic species introductionexotic species introduction

Australian students as a group appeared to have a much broader perspective on national environmental issues. The issues raised by the Lebanese students focused on very visible problems in their immediate

vicinity.

ATTITUDES TOWARDS ATTITUDES TOWARDS ENVIRONMENTAL RESPONSIBILITYENVIRONMENTAL RESPONSIBILITY

(1)(1) Government and civic authorities should take Government and civic authorities should take strong measures to discourage city people strong measures to discourage city people from driving their cars to work, such as having from driving their cars to work, such as having inner-city ‘car-free zones’ and providing more inner-city ‘car-free zones’ and providing more public transport.public transport.

LebaneseLebanese AustralianAustralian

XXXXXXXXXXXXXXXXXXXXXX SASA XXXXXXXXXXXXXX

XXXXXXXXXXXX AA XXXXXXXXXXXXXXXXXX

XXXX UU XXXX

XX DD XXXX

SDSD

2)2) People should not be expected to change their People should not be expected to change their lifestyles for the sake of the environment.lifestyles for the sake of the environment.

LebaneseLebanese AustralianAustralianXXXXXXXXXXXXXXXXXXXX SDSD XXXXXXXXXXXXXXXX

XXXXXXXXXXXX DD XXXXXXXXXXXXXXXXXXXX

XX UU XX

XXXX AA XX

XX SASA

ATTITUDES TOWARDS ENVIRONMENTAL ATTITUDES TOWARDS ENVIRONMENTAL RESPONSIBILITYRESPONSIBILITY

3)3) Special taxes should be levied on polluting Special taxes should be levied on polluting industries and the money thus raised used to industries and the money thus raised used to clean up the environment.clean up the environment.

LebaneseLebanese AustralianAustralianXXXXXXXXXXXXXXXXXXXXXXXX SASA XXXXXXXXXXXXXXXX

XXXXXXXXXX AA XXXXXXXXXXXXXXXX

XX UU XXXXXX

DD XX

XX SDSD


4)4) Alternatives to fossil fuel-fired electricity Alternatives to fossil fuel-fired electricity generation should be developed even if the generation should be developed even if the cost of electricity rises as a result.cost of electricity rises as a result.


XXXXXX SASA XXXXXXXXXX

XXXXXXXXXXXXXXXX AA XXXXXXXXXXXXXXXXXXXX

XXXXXXXX UU XXXXXXXX

XXXXXX DD XX

XX SDSD


5)5) Civic authorities should force people to sort Civic authorities should force people to sort their household garbage by recycling category their household garbage by recycling category by refusing to collect their garbage if they do by refusing to collect their garbage if they do not do so.not do so.

LebaneseLebanese AustralianAustralianXXXXXXXXXXXXXXXXXXXXXXXX SASA XXXXXXXX

XXXXXXXXXXXX AA XXXXXXXXXXXXXXXXXXXX

XXXX UU XXXXXX

XX DD XXXX

SDSDLebanese students as a group seemed less willing to make personal sacrifices for the environment than did the Australian students (Items 2 and 4)


6)6) Environmental issues should have a high profile Environmental issues should have a high profile in school curricula, and not only in Science in school curricula, and not only in Science curricula.curricula.

LebaneseLebanese AustralianAustralianXXXXXXXXXXXXXXXXXXXXXXXXXXXX SASA XXXXXXXXXXXX

XXXXXXXXXX AA XXXXXXXXXXXXXXXXXXXXXX

XX UU XXXX

DD XX

SDSD


7)7) Teachers should act as role models for their Teachers should act as role models for their students with regard to their attitudes and students with regard to their attitudes and behaviour towards the environment.behaviour towards the environment.

LebaneseLebanese AustralianAustralianXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX SASA XXXXXXXXXXXXXXXXXXXXXXXX

XXXXXX AA XXXXXXXXXXXXXXXX

UU XX

DD

SDSD


8)8) School environmental education does not have School environmental education does not have any real impact on students’ future any real impact on students’ future environmental attitudes and behaviour.environmental attitudes and behaviour.

LebaneseLebanese AustralianAustralianXXXXXXXXXXXXXXXXXXXX SDSD XXXXXXXXXXXXXXXX

XXXXXXXXXX DD XXXXXXXXXXXXXXXXXXXX

XX UU XXXX

XXXX AA XX

XXXX SASA


9)9) Environmental awareness and positive Environmental awareness and positive behaviour towards the environment should be behaviour towards the environment should be regarded as desired outcomes of schooling regarded as desired outcomes of schooling that are just as important as other social and that are just as important as other social and ethical objectives of schooling.ethical objectives of schooling.

LebaneseLebanese AustralianAustralianXXXXXXXXXXXXXXXXXXXXXX SASA XXXXXXXXXXXXXX

XXXXXXXXXX AA XXXXXXXXXXXXXXXXXXXXXX

XX UU XXXX

DD

SDSD


10)10) Schools should include and enforce rules about Schools should include and enforce rules about student behaviour towards the environment student behaviour towards the environment alongside rules about student social conduct.alongside rules about student social conduct.


XXXXXXXXXXXXXXXXXXXXXXXX SASA XXXXXXXX

XXXXXXXXXXXXXX AA XXXXXXXXXXXXXXXXXXXXXX

XX UU XXXXXX

DD XXXX

SDSDLebanese students were very positive about environmental education on the whole but were a little more likely to be sceptical about its impact


CORRELATION BETWEEN THE TWO CORRELATION BETWEEN THE TWO ATTITUDE AREAS MEASUREDATTITUDE AREAS MEASURED

This involved converting responses to scores and This involved converting responses to scores and correlating subtotals for Items 1 – 5 and Items 6 – 10.correlating subtotals for Items 1 – 5 and Items 6 – 10.

Correlation coefficients: for LebaneseCorrelation coefficients: for Lebanese +0.51+0.51 p<0.01p<0.01for Australianfor Australian +0.60+0.60 p<0.01p<0.01

for allfor all +0.57+0.57 p<0.01p<0.01

This finding suggests that pre-service teachers who This finding suggests that pre-service teachers who harbour more assertive attitudes towards harbour more assertive attitudes towards environmentally responsible behaviour are also likely to environmentally responsible behaviour are also likely to exhibit more positive views of the role of schools in exhibit more positive views of the role of schools in fostering environmental awareness and responsibility.fostering environmental awareness and responsibility.

There were no statistically significant correlations There were no statistically significant correlations between attitude scores & knowledge scores (no between attitude scores & knowledge scores (no surprise – the relationship between knowledge & surprise – the relationship between knowledge & attitudes is an elusive one).attitudes is an elusive one).

RECOMMENDATIONS FOR TEACHER RECOMMENDATIONS FOR TEACHER EDUCATIONEDUCATION

There is an overall need to raise trainee teachers’ There is an overall need to raise trainee teachers’ awareness of environmental issues. awareness of environmental issues.

Our teachers-to-be learn about environmental issues at Our teachers-to-be learn about environmental issues at school but anecdotal evidence suggests that these topics school but anecdotal evidence suggests that these topics are often treated somewhat cursorily. Better integration are often treated somewhat cursorily. Better integration with examination syllabi would improve this situation.with examination syllabi would improve this situation.

We suggest that any student enrolled in a pre-service We suggest that any student enrolled in a pre-service Education programme should be obliged to enrol in an Education programme should be obliged to enrol in an environmental science or ecology course. There is environmental science or ecology course. There is already a mandatory science requirement for the B.A. in already a mandatory science requirement for the B.A. in Education & a compulsory elective in the Teaching Education & a compulsory elective in the Teaching Diploma that could be redirected towards environmental Diploma that could be redirected towards environmental studies. Ideally there could be an “Environmental Studies studies. Ideally there could be an “Environmental Studies for Teachers” akin to the existing “Science for Elementary for Teachers” akin to the existing “Science for Elementary Teachers” course. Such a course should make a point of Teachers” course. Such a course should make a point of focusing on national as well as global environmental focusing on national as well as global environmental issues, particularly those less visible ones that are issues, particularly those less visible ones that are outside the urban areas.outside the urban areas.

In-service teacher education also needs to address In-service teacher education also needs to address environmental inclusions in the curriculum, not just in environmental inclusions in the curriculum, not just in Science.Science.

RECOMMENDATIONS FOR TEACHER EDUCATIONRECOMMENDATIONS FOR TEACHER EDUCATION

how ‘green’ are our prospective teachers? a comparative lebanon/australia study barend...

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