مدى إلمام معلمي العلوم للمرحلة الأساسية بالمفاهيم البيئية في ضوء التربية البيئية بمدينة الجفرة

Abstract

The study aimed to investigate the extent of knowledge of science teachers at the basic level in the municipality of Al-Jufra – Libya about environmental concepts in light of the requirements of environmental education, in light of modern educational trends that have made environmental education a basic pillar of the curricula, and considering the science teacher as the pivotal element in conveying environmental concepts and values to students While field observations and previous studies indicate the possibility of a deficiency in teachers' familiarity with these concepts and their ability to integrate them effectively as a result of weak preparation and training programs, with the absence of previous Libyan studies that addressed the topic in the targeted area.

The study followed the descriptive analytical approach, and its community consisted of (450) male and female teachers of science in the basic stage in the municipality of Al-Jufra for the academic year 2024-2025. A random stratified sample of (45) male and female teachers (40% of the community) was selected, and a scale prepared by the researcher consisting of (30) phrases with a five-point Likert gradient was used to measure the extent of familiarity with environmental concepts.

The results showed that science teachers' level of familiarity with environmental concepts was average (total arithmetic mean 2.58, standard deviation 0.95), and that current science textbooks do not pay sufficient attention to environmental awareness and suffer from a clear weakness in environmental content and related activities, which limits the formation of environmental awareness and sound behavior among students. Teachers emphasized the need to enrich textbooks with various environmental topics and activities.

Accordingly, the study recommended developing basic science textbooks to include rich and up-to-date environmental content, designing specialized training programs for science teachers in environmental education and ways to integrate environmental concepts, encouraging the use of active learning methods and field visits, and enhancing cooperation between schools and local environmental institutions