Abstract:
In most countries, there are ongoing processes of developing or
implementing national strategies for sustainable development.
Objectives of this study are to find the topics related to ESD in the
secondary school science curriculum and analyze their relevance for
sustainable development; to find strengths and weaknesses of the
implementation of science education curriculum at secondary level; to
find the perception of change agents on the contribution of the
secondary school science curriculum for sustainable development and to
suggest remedial measures for positive change. The sample of this study
consists of 36 schools of the 12 Educational Zones of the Northern
Province, 3 schools are selected from each zone. The implementation of
the study was divided into two phases. Phase-I: Analysis of science
education curriculum at secondary level by using documentary analysis
and focus group discussion with Assistant Directors of Science, in service
Advisors of Science and practicing teachers. In Phase-II, Field
Survey was conducted at secondary level by using data collection
techniques of interviews with principals, classroom observations and
questionnaires to teachers. Qualitative data was analyzed by using
methods of transcription, coding, categorizing, describing, analyzing and
interpreting. This study gave clear understanding of social, economic
and environmental issues. It was found that to what extent in Sri Lanka
have integrated ESD policies, programs and practices into school
educational settings. This study identified challenges and Barriers to
ESD in Science Education. Further, it found out solutions for the above
challenges and barriers.
