Educating Prospective Science Teachers in Green Chemistry Innovations for Sustainable Development

Abstract

The integration of Green Chemistry Innovations in Science Teacher Education encourages the use of green alternatives and promotes the development of innovative teachings strategies that emphasize sustainability. This study examines science teachers educators’ perception and attitude towards educating prospective science teachers in Green Chemistry innovations for sustainable development in Colleges of Education, South-South Nigeria. The study sample consist of 200 lecturers selected using simple random sampling technique from Schools of Sciences in Colleges of Education in South-South Nigeria. The instrument used in gathering data for the study was "Perception and Attitude of Science Teachers Educator' towards Integrating Green Chemistry Questionnaires (PASTEIGCQ)". Cronbach Alpha reliability formula was used to obtain a reliability coefficient of 0.84 for the instrument. Data obtained were analyzed using mean, standard deviation and t-test Statistics. The findings indicated that science teachers educators have good perception and positive attitude towards educating prospective science teachers in Green Chemistry innovations for sustainable development. Consequently, it was recommended among others that Green Chemistry principles should be integrated into science teacher education program for sustainable development in Nigeria.