Go Back

Volume 1, Issue 1

Delivery of Basic Concepts in Biology: Implications for Sustainable Development Goals

Kayode-Isola Tayo Modupe, John Bamidele Isaac & Adegorite Solomon Oyeboade , Abidogun Babajide G.& Bamitogba Modupe Omolayo

Abstract

In today’s fast-growing population in the global world, it has become necessary than
ever before, for the intersection of STEM (Science, Technology, Engineering and
Mathematics) education, and the Sustainable Development Goals (SDG’s) in order to
provide the knowledge and skills necessary to address the challenges outlined in the
sustainable development goals. Thus, this research study focuses on the delivery of
basic concepts in biology and its implications for sustainable development goals.
Three null hypotheses were formulated to guide the study. Descriptive survey design
was used to establish the knowledge of Biology students in secondary school towards
achieving sustainable development goals agenda – Vision 2030. Four hundred and
thirty senior secondary Biology students (SSS 2 and 3) were involved in the study.
These respondents were randomly selected from four senior secondary schools in
Lagos State Education District 1. A self-designed questionnaire structured on four
point Likert’s scale was the instrument used for the study. The instrument was
validated by two experts in Biology education and the reliability index determined
using Chronbach alpha yielded a coefficient of 0.74. Pearson chi-square statistics was
employed to analysed the data collected at 0.05 significant alpha level. The study
findings from hypotheses one and three reveal that there is no significant relationship
between secondary students’ biology knowledge of ecosystem and skill acquisition;
and students’ knowledge of ecosystem and environmental sustainability. However,
hypothesis two shows significant relationship between students’ practical knowledge
in secondary school biology and bio-agricultural concepts. Hence, it can be concluded
that practical knowledge is necessary for acquisition of relevant skills for STEM
education and sustainable development goals Some recommendations were made
such as encouraging sufficient hand – on learning in secondary school teaching,
biology laboratory should be well equipped for meaningful practical to be realized,
biology curriculum should be rich enough to accommodate topics relating to bio-
agriculture, ecosystem and environmental issues.

Keywords

Basic concepts, Biology, Ecosystem, Skill acquisition, Sustainable Development Goals

Full Text

Download

References

Aditt, D. (2023). Building bridges through STEM:
Volunteering for a Brighter future. Journal of
Educational Practice, 5(2), 34-42.
Adom, D., Umachandran, K., Ziarati, P., Sawicka, B
& Sekyere, P. (2019). The Concept of
Biodiversity and its Relevance to Mankind:
A Short Review. Journal of Agriculture and
Sustainability, 12(2), 219-231.
Aggerholm, H., Asmub, B & Thomsen,C. (2012).
Multivocal,
ambiguous
process
of
strategizing. Journal of Management Inquiry,
21(4), 413-428.
Aina, J.K. (2013). Importance of biological sciences
to
national development and problems
militating against its development. American
Journal of Educational Research, 1(7), 225
229.
Alaric, M. (2024). Recontextualization: Selecting
and expressing geography’s big ideas.
Journal of Research and Development, pp. 25
39. Doi: 10.1007/978 -3-030-73722-1-3
Amaefuna, I.A. (2013). Effects of constructivist
based instructional model on students’
achievement in biology and critical thinking
skills. Unpublished M.Ed Thesis,
Nnamdi Azikiwe University Awka, Nigeria.
Babbie, E. (2001). The practice of social research
(9th Ed) Wadsworth/ Thomsen learning
Benene, S.O. (2020). Exploring the relationship
between environmental attitudes and behaviours.
Journal of Environmental Education, 5(4),
277-291.
Doi:
10.1080/00958964.2020.1744549
Derman, ?. (2013). Farkl? ba?ar? düzeylerindeki
okullarda 9 ve 12. s?n?f ö?rencilerinin
ekosisteme ili?kin ö?renme düzeyleri ve
sürdürülebilir çevre bilinci ile ili?kisi. The
relationship of 9th and 12th grade students with
ecosystem-related
learning
levels
and
sustainable environmental awareness in
schools with different success levels. Master’s
Thesis, Hacettepe University. Ulusal Tez
Merkezi.
https://tez.yok.gov.tr/UlusalTezMerkezi/tezSor
guSonucYeni.jsp
Dutta, A.C. (2015). Botany for degree student’s 6th
(Ed)
Delhi Bombay Madras Oxford
University Press. India Pp.687
Encarta Dictionary (2009). Microsoft Encarta.
http://microsoftencarta.en.downloadastro.co
m/
Ezechi, N.G. (2018). Influence of field trip in
teaching
and
learning
of
biology.
International Journal of Engineering &
Scientific Research.6(10).
Hariram, N.P., Mekha, K.B., Suganthan, V and
Sudhakar (2023). Sustainable: An integrated
socio-economic. Environmental Model to
Adress Sustainable Development and
Sustainability, 15(13)
Ikpuri E.O. (2023). Teaching Efficacy of College
Faculty: Addressing Inequitable Learning
Experiences of Students from Culturally
and Linguistically Diverse Backgrounds.
Language.
6(10)
org/10.3390/su151310682
32-39.
Doi:
Janssen, F & Waarlo, A.J (2010). Learning Biology
by Designing, Journal of Biological
Education, 44(2), 88-92.
Maryanti, R.; Rahayu, N.I.; Muktiarni, M.; Al
Husaeni, D.F.; Hufad, A.; Sunardi, S.;
Nandiyanto,
A.
(2022).
Sustainable
development goals (SDGs) in science
education: Definition, literature review, and
bibliometric
analysis. J.
Technol. 17, 161–181
Eng.
Sci.
McGrath, K.A (1999). World of biology, The Gale
Group, Farmington Hills
Naila, Z.,
Muqaddas, B & Aatika, A (2021).
Investigate the sustainability principles
embedded in the secondary school biology
curriculum. Humanities & Social Sciences
Reviews. 9 (3), 1585-1594
Njoku, M.I and Mgbomo, T. (2021). Effect of Field
Trip and Demonstration Methods on the
Achievement of Secondary School Students
in Biology. Rivers State University Journal of
Education. 24(2), 55-64.
Oddo, J. (2013). Recontextualization and the rhetoric
of futurity, foretelling collin powell’s UN
Address on NBC news. Discourse and
Communication, 7(1), 25-53.
Sallau, I. A., Bilikisu, B.A., & Sani, Y. (2018).
Biology education a panacea for sustainable
national
development.
Environmental
Microbiology Frontiers, 4(2), 71-74, doi:
10.11648/j.fem.20180402.14
Udeani, U.N., Atagana, H.I., & Esiobu, G.O. (2016).
The implementation of action research for the
improvement of biology teaching and
learning in senior secondary schools in
Nigeria. Journal of Education and Practice 7
(7), 57-69.
Umar, B.M. (2023). The contributions of biological
science education to national development
Nigerian experience. Al-Hikmah Journal of
Education, 10(2), 128-132.
UNESCO (2014). Shaping the Future We Want. UN
Decade of Education for Sustainable
Development (2005–2014). Final Report;
UNESCO: Paris, France, 2014.
Wibowo & Sarkin (2019) Biology in the 21st century:
Transformation in biology science and
education in supporting the sustainable
development goals. Jurnal
Pendidikan
Biologi
Indonesia),
5(2),
285-296.
DOI:https://doi.org/10.22219/jpbi.v512.7956
Yudha, G.W., & Ali, S. (2019), Biology in the 21st
century: Transformation in biology science
and education in supporting the sustainable
developmental goals. Journal Pendidikan
Biology,
Indonesia,
5(2),
Doi:10.22219/pbi v512.7956
123-130.
Yue, W & Li, W. (2024). New ideas and trends of
international
education for sustainable
development. J. Cent. China Norm. Univ.
Nat. Sci. 63, 145–155.