EXPLORING TEACHERS' KNOWLEDGE AND PRACTICE OF GREEN CHEMISTRY PRINCIPLES IN THE SCHOOLS SOUTH-WEST NIGERIA
Purpose: One major way to curb human actions that are averse to reduction of greenhouse effects is through the practice of green chemistry principles. This study explored the role of gender and experience knowledge of teachers on the practice of green chemistry principles among teachers in South-west Nigeria. It examines the differences in knowledge and practices among teachers in universities, colleges of education, and secondary schools, as well as any potential gender differences. Design/methodology/approach: The study employs the ecological systems theory as a theoretical framework to understand the role of gender and teachers’ years of experience on the practice of green chemistry. A quantitative research method with a cross-sectional descriptive design is used, and data is collected through a self-developed structured questionnaire from 158 teachers. Findings: a significant difference was found in the practice of green chemistry among teachers based on school type. Also, the findings showed that there was no significance difference in teachers’ knowledge of green chemistry principles on the basis of teachers’ gender and years of experienced in schools in South-west, Nigeria Practical implications: The study identified the need for inclusive training for teachers to eliminate differences found in the practice of green chemistry principles in schools. Teachers’ adequate knowledge and practice of green chemistry will foster students’ knowledge and practice of green chemistry and the society at large. Originality/value: This study provides valuable insights for designing interventions to enhance the incorporation of green chemistry principles in chemistry education in Southern Nigeria.
Green Chemistry Education, School Type, Teachers' Gender, Knowledge, Experience