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- W321724414 abstract "Energy and other environmental conservation measures are emerging issues of concern all over the world. The awareness on climate change and sustainable environmental resource utilization are discussed globally in all sectors of development. This study was conducted to investigate selected Kenyan biology teachers' understanding of photosynthetic carbon translocation and sequestration in ecosystems as an emerging issue. The study sought to relate biology teaching content to a wider scope of energy flow in ecosystem; a subject taught and assessed by teachers of different secondary schools in Kenya. The study employed descriptive survey method. Secondary school agriculture teachers were randomly sampled from secondary schools in one district of Western Kenya. Self-valuation questionnaires were used to capture key information on teachers understanding of photosynthetic carbon and its sequestration as some of the emerging issues in terrestrial ecosystems. Results revealed a rich understanding of green house effects on the general environment among assessed teachers. Majority of the assessed teachers demonstrated clear understanding of carbon dioxide and its contributions to climate changes. However, a high percentage of selected and assessed teachers demonstrated lack of clear grasp on translocation of photosynthetic carbon and its sequestration process from plants into the soil. Furthermore, teachers' demonstrated poor understanding of mitigation of environmental pollution, particularly via Green House Gases (GHGs) control. It was concluded that there was a general knowledge gap among selected agriculture teachers concerning emerging issues particularly in ecology. The study recommended refresher courses to strengthen teachers' competencies in understanding such emerging ecological concepts." @default.
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- W321724414 date "2015-05-01" @default.
- W321724414 modified "2023-09-27" @default.
- W321724414 title "Teaching Translocation of Photosynthetic Carbon in Secondary Schools in Trans Nzoia County: Addressing Instructional Challenges" @default.
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- W321724414 doi "https://doi.org/10.13189/eer.2015.030302" @default.
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