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首页> 外文期刊>Environment and Ecology Research >Teaching Translocation of Photosynthetic Carbon in Secondary Schools in Trans Nzoia County: Addressing Instructional Challenges
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Teaching Translocation of Photosynthetic Carbon in Secondary Schools in Trans Nzoia County: Addressing Instructional Challenges

机译：跨恩佐亚县中学光合作用碳的教学移位：应对教学挑战

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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.
机译：能源和其他环境保护措施是全世界关注的新问题。全球所有发展领域都讨论了对气候变化和可持续环境资源利用的认识。这项研究的目的是调查选定的肯尼亚生物学老师对生态系统中光合作用碳转运和隔离的理解。该研究试图将生物学教学内容与生态系统中更广泛的能量流联系起来;由肯尼亚不同中学的老师教授和评估的科目。该研究采用描述性调查方法。中学农业教师是从肯尼亚西部一个地区的中学中随机抽取的。自我评价问卷被用于获取有关教师对光合碳及其固存的认识的关键信息，这些信息是陆地生态系统中一些新出现的问题。结果表明，评估教师对温室气体对整体环境的影响有深入的了解。大部分接受评估的教师对二氧化碳及其对气候变化的贡献有清晰的了解。但是，经过挑选和评估的教师中有很高的百分比表明对光合碳的转运及其从植物到土壤的固存过程缺乏明确的了解。此外，教师表现出对减轻环境污染的理解不足，尤其是通过温室气体（GHGs）控制。结论是，选定的农业教师之间在新出现的问题，特别是生态学方面存在一般知识鸿沟。该研究推荐了进修课程，以增强教师理解此类新兴生态概念的能力。

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