Chapter II

Review of Related Literature

Science helps us to succeed over our curiosities in life and is a study that trying
to answer the entire question we have in mind. Science has a great deal with our
environment. Different studies, theories, inventions, experimentations, and many more
have huge effects in our world particularly in our environment. Through knowing things,
problems and challenges are easy to be determined. In connection, making ways to
have a solution wouldn’t be hard. Teachers have a big significance in our community.
Academic learning’s not continue having no teachers. Also, they are the role model
which the students follow. Teachers have the role of giving sufficient knowledge to the
learners and such they have contributions on the students mind set. In short, teachers
have a big impact in this world.

“Science Education and Philosophy of sciences: Twenty-five years of mutually

Exclusive Development” was a paper published in 1985 (Duschl 1895). It examined
things such as issues, developments, and improvements in the curriculum projects of
the early National Science Foundation (NSF). This provides a conceptual basis for
analyzing and understanding different issues on the teacher’s re-education and
redesigning science curricula.

Science teachers create scientist, science researchers, biologist, doctors, and

many more, most commonly everything that is related to science. Our environment is
affected with different human activities and awareness to it and being conscious is one
of the tasks that science teachers have. Without the knowledge we could not know the
consequences of our doings. Our environment now faces various aspects of issues.
Learning about the environment could be one of the tools to be used in improving it.
 Science teaching is a complexity that is connected and is teaching the science
education. In the highlighting the essence of teachers in science education, vision
should be attained. Change is a need in the entire system because change could be a
start for improvements. Teachers should collaborate with different organizations that
fight for the environmental status. Science teachers ha a lot to say because they were
expert within this field. They have studied and teached anything about science and
science would always be related with the environment. Science teachers should give
tasks and activities to the student that can contribute in the environment improvement.
In that case, even a small amount of help, it causes change. If all schools impose
activities that would be related with the environment, everything would be easy because
there institutions has the largest influence on youths.

The science content the students and teachers have big contributed towards
science curriculum innovation and renewal and has been highly supportive of integrated
science programs. The teaching and learning rarely conducted practical lessons in
science and activities of science that were beyond the experience of the students. The
science to contribute towards their strategies among other factors that under
achievement in science. Currently, the teaching and learning of science to the student is
limited by the a number of factors because the impact of them is to improve there
learning’s in environment to promote the learning of science that makes important to the
science educations.

Science teachers believe the environment education is one of the most important
factors for preventing environmental problems. In order to make formative decisions,
students must not only become an expert on the subject but also develop a connection
to the environment. Science teachers show the impact of the student’s connection and
changing the perceptions of the students has on the environment.

This studies that examines the relationship between the personal capabilities
beliefs of science teachers and their teaching environment. The science teacher
focused on measuring the educational benefits to academically based on the
relationship between the environment. The science teachers examined if there was a
correlation between the school using academically based environmental education
programs and the major impacts on students learning as well as the impact of the
teachers by the using of these process. The researcher believes that there is an
important role that the relationship of the teachers and students based on their quality of
learning. This research with factors relating to the perceptions of the impacts of
environment according to the teaching process and student learning.

“Understanding environmental issues and taking action to conform them are

challenges that need to be addressed not only by educators but also by planners,
economics, policy makers, natural and social science test and the general
public.”(Heimlich, 2002,p.17). this research deals with several education disciplines and
the concerns of the educators that environmental issues requires all decision must be
considered and have implemented some many aspects of environ\mental education
such makes benefits to the students.

According to Bell, Blaire, Crawford and Lederman (2003) an adequate

understanding of the nature of science and scientific inquiry is the main instructional
purpose of science education. This reflects the understanding of being science teacher
to helps student rich deeper understanding of the science and to way knowing their
knowledge about the study of science. the knowledge of science is big impact of the
teachers and students to make making crucial decision every on very day problems and
issues. Find solutions to identified problems issues.

Currently, the contribution of science teachers to the environment the students

should understand the nature of science and develop their impacts in environment .The
fundamental of this study is to improving the quality of science and to help make
develop their science-related attitudes, skills, and making abilities to become lifelong
learners and to maintain their sense of wonder about the science. Vant Hooft (2005)
claim that quality of teaching encompasses prior knowledge, hands on learning and
continuous reflection presents that a vision of high contribute of teaching wherein the
teachers have adequate knowledge of subject matter, encourage, inquiry and hands on
approaches to learning for the students. Poll and Tam (2006) having the knowledge and
skills of questioning and probing, and also reflect on their practices; learners strengths
rather than trying to stamp out their weaknesses. Science teachers recognized the
value and professional learning is the opportunities to evaluate based on performance
of the achievement.

The literature on teaching and learning contains other examples of techniques to

maintain student’s attention in a lecture setting (Ebble1988; Davi; 1993; Lowman, 1995;
McKeachie; 1994). Science teachers should provide and give their students fun yet
learning activities to maintain the attention of his/her students. Even a small-scale
demonstration can work in a large class if it uses an everyday object that students
recognize (Ga Sharon Long). Students recognize their learnings that helps to
demonstrate their actions and the impact in the environment through this we must to
work the environment everyday of our life to make some objects that students improve
their productive learnings. Science teachers is important to advocate their students to
help develop their understanding that makes effectiveness to the students and to the
environment. Science teaches also productive citizens that their impact is to develop
and engaging the student’s o have practices in the environment. Effective science
teaching helps student develop conceptual understandings and injury abilities
necessary to be productive citizens and science learners. It emphasizes engaging in
learning about scientific practice (Anderson, 2001: Cranford,2007).

The first area of study is the effectiveness of laboratory activities for promoting
learning. Practical work is a central theme of lessons in the natural sciences (Galton
and Eggleston, 1979; Holstein and Lunetta, 1982). Science teachers should do
laboratory activities to help their students to engage in new teachings and to gain
knowledge. Laboratory work is seen as integral part of most science courses and offers
students a learning environment that differs in many ways from the “traditional”
classroom setting (Fisher et al. 1998). Science teachers should have a science
laboratory intended for his/her students. If science teachers have this kind of
environments, students will have more attention when it comes to listening and
participating any activities. It can be a great way to have a positive effect on the activity
of the science teachers.

Definition of Terms:

 Interest- the state of wanting to know or learn about something or someone.

 Schools- is an institution designed to provide learning spaces and learning
environments for the teaching of students (or "pupils") under the direction
of teachers.
 Personal- relating to an individual or an individual's character, conduct,
motives, or private affairs often in an offensive manner
 College- is an educational institution or a constituent part of one.
 Capability/Capabilities- is the ability to perform or achieve certain actions or
outcomes.
 Skills-is the ability to carry out a task with pre-determined results often within a
given amount of time, energy, or both.
 Education- is the process of facilitating learning, or the acquisition of knowledge,
skills, values, beliefs, and habits.
 Teachers- is a person who helps others to acquire knowledge, competences or
values.
 National Science Foundation- is a united state government agency that
supports fundamental research and education in all the non medical fields of
science and engineering.
 Science-know about or study of the natural world based on facts learned through
experiments and observation.
 Environment-the conditions that surround someone or something the conditions
and influence that affect the growth.
 Academic-courses of study taken at school or college.
 Curriculum-the courses that are taught by a school, college.
  Learning-the activity on process of gaining knowledge or skill by studying
practicing being taught or experiencing something.
 Achievement- something that has been one of achieve through effort.

REFERENCES:

https://simaclassroom.com/category/environment?gclid=CjwKCAjwt8rMBRBOEiwA2F2biLkwr6qy1kjCEh
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https://www.nap.edu/read/4962/chapter/5#30

https://www.researchgate.net/publication/248974417_Some_Characteristics_of_Effective_Science_Tea
ching

http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=2107&context=theses

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1134&context=envstudtheses

http://www.oecd.org/edu/innovation-education/37905387.pdf

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