Extent of Knowledge Towards Green Chemistry of Science Teachers

AUTHOR(S)

Katrina Carla S. Estalilla

ABSTRACT

This study aims to find out the extent of knowledge towards Green Chemistry of Science Teachers. Specifically, the study sought answers to provide a comprehensive description of the respondents’ profile variables such as age, sex, location of residence, length of teaching experience, number of training/ seminars attended related to Green Chemistry and Environmental Science, and highest educational attainment. It also provided answers to the extent of knowledge of the teachers in Green Chemistry along with content, pedagogy, and attitude. These variables also tested significant relationships and differences between and among the respondents’ profiles and their extent of knowledge in Green Chemistry. Analysis of these provided the researcher with an avenue to develop an intervention program to help the respondents strengthen their understanding of Green Chemistry.
The study utilized the descriptive survey as the research strategy. The respondents were 40 public Secondary School Science teachers of Cuyapo District, Schools Division of Nueva Ecija, during the School Year 2020-2021. They were selected based on the total enumeration scheme. The researcher developed an instrument that five experts validated before being used to collect data. The data was acquired through the tool’s administration, completed using Google Forms, and resulted in a 100% retrieval rate. Frequency counts, percentages, weighted averages, One-Way ANOVA, Chi-square test, Pearson-r Moment of Correlation, Point-Biserial Correlation, and Spearman-rho Correlation were all used to analyze the data collected from the respondents. According to the findings, most of the respondents are under the 31-40 age range, females, living in municipal areas, teaching for 2-6 years, with no seminars/training in Green Chemistry and Environmental Science, and earned units in the master’s degree. The majority of the respondents were highly knowledgeable of the field, with the most vital regard on the pedagogy and weakest under content.
Furthermore, the teachers’ understanding of Green Chemistry discovered that their pedagogical knowledge varied significantly depending on their age and teaching experience. Along with their sex and training and seminars attended, they were found considerably different in their content knowledge. In contrast, statistical variation was found among them, along with attitudinal knowledge based on the seminars/training they attended.
As to the test of a significant relationship, the respondents’ sex and highest educational attainment were correlated with their extent of pedagogical knowledge in Green Chemistry. The training and seminars they attended, on the other hand, were statistically associated with their breadth of expertise in Green Chemistry along with content, pedagogy, and attitude.
According to the findings, most respondents are female-dominated, earning units in the graduate studies programs who have not yet been exposed to green science professional development programs. They were found to have a broad knowledge of Green Chemistry, especially in pedagogy. There were significant differences in their levels of knowledge in Green Chemistry, primarily along with pedagogy and content relative to the respondent’s age, sex, teaching experience, and professional development programs attended. A statistically significant relationship was found between the teachers’ participation in training and seminars and their knowledge of Green Chemistry.
With these results, the study recommended that the teachers undergo professional development programs and enroll in graduate studies courses to enhance their understanding of the overall paradigm of Green Chemistry. Their superiors may consider the utilization of the proposed intervention program to strengthen their knowledge of Green Chemistry.