Understanding Environmental Science: Evaluating Conceptual understanding of Prospective Science Teachers for Environmental Issues in higher Education

Abstract

Present study aimed to evaluates the understanding of prospective science teachers at undergraduate level about the concepts of environmental science. Environmental science understanding among prospective teachers is essential and significant for the society to make sustainability parameters best in practice. For this purose, data were collected using Tayyaba Environmental Science Academic Performance Test (TEAT). A survey-based research design was employed, with purposive sampling of 54 prospective science students. The sample included prospective science teachers with background of pre-medical and pre-engineering, with a focus on overall conceptual understanding, Factors of environmental issues and the impact of demographic factors such as CGPA, study hours, socioeconomic status and internet usage. A 60-item MCQ-based assessment tool “Tayyaba Environmental Science Academic Performance Test (TEAT)” was designed to evaluate prospective science teachers’ conceptual understanding about environmental issues . Data were analyzed through Descriptive and inferential statistical methods. Results of descriptive statistics revealed that prospective science teachers achieved a moderate overall conceptual understanding (mean score = (M = 39.87, SD = 4.9), with significant variability across Factors. The highest mean score was observed in “Contribution of Environmental Sciences to Society” (M = 4.78, SD = 0.98), while the lowest was in “Human Environment and Resources” (M = 2.67, SD = 0.85). Inferential analyses showed no significant mean differences in conceptual understanding based on CGPA (F = 0.468, p = .798), study hours (F = 1.134, p = .355), socioeconomic status (F = 0.142, p = .868), or internet access (t = 1.15, p = .257). These findings highlight the importance of fostering environmental awareness and equipping future science teachers with the knowledge and skills to resolve environmental challenges. It is recommended that the short faculty training programs should be initiated to introduce experiential learning methods to teach science subjects like environmental sciences to strengthen compitesnes of teachers as well as students in improving conceptual understanding of Environmental issues to meet sustainable development goals (SDGS) in future.