Conducted by ESSU
, Started on 2016 -
Completed on 2016
Completed
Published
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This paper is intended to establish a firm resolve on the question: Do the faculty of Eastern Samar State University – Borongan Campus integrate climate change topics in teaching science-related subjects? Descriptive research design and simple statistical tools were used to answer the queries stated from the self-structured survey questionnaire during the 2nd Semester, School Year 2015-2016. Data from the research found out that most of the faculty that handle science-related subject came from the College of Arts and Sciences with a 40.9% and mostly are female faculty. Also, 15 of the respondents have a masteral degree or 68% and moreover, respondents have a minimum of 1.5 years of teaching science-related subjects to the maximum 31 years of teaching experience averaging a 12.84 years. Physics, Environmental Science and Chemistry subjects were the most common subject taught during 2nd Semester SY 2015-2016. “Causes and Effects of Climate Change”, “Increasing Risk to Storms, Droughts and Floods” and “Climate Change Adaptation and Mitigation” topics are the most commonly discussed issues relating to climate change implying that most of the instructors of science-related subjects integrate these issues to give more knowledge and appropriate information regarding the causes and effects of climate change and how to counter its consequences through awareness, adaptation and mitigation. Further results revealed that the faculty-respondents are highly aware of climate change integration in teaching but of the total 22 respondents 3 do not integrate climate change lessons to their subject being taught evidenced by the statement that Climate Change is not directly involved in the subject being taught, for those who integrate climate change topics, it was justified by saying that they want their students to be fully aware about climate change as a global issue. An average number of 27.69 hours per semester was allocated to teaching climate change using PowerPoint presentation, audio-visual and movie presentations as main styles of delivering climate change topics to students. It is therefore concluded that the faculty of ESSU – Borongan campus integrate climate change topics when teaching science-related subjects and that the main reason why these faculty integrate climate change topics in teaching is because they want their students to be fully aware about climate change as a global issue. It is hereby recommended that more seminar or workshops for students about climate change awareness and global warming be taken in consideration; also, append more teaching materials that support climate change topics in teaching science subjects and, if possible, add a climate change lesson or subject with relation to climate change to every curriculum or BA/BS degrees catered by the university as stated in the CHED Memo No. 33, s. 2009 stating about the “Integration of Environmental Education in the Tertiary Education Curriculum”.