Assessment of the Integration of Environmental Education in Social Science Subjects towards Environmental Conservation in Arusha City Public Secondary Schools, Tanzania

Onesmo Braisony Minja
University of Eastern Africa, Baraton, Kenya
Email: minjaone3@gmail.com

Abstract: The study aimed at assessing the integration of environmental education in social science subjects toward environmental conservation in Arusha city public secondary schools, Tanzania. This study was guided by environmental education theory developed in 2003 Hungerford. The study employed descriptive-correlation design through the use of questionnaires, observation, documentary review and interviews in collection of data. The researcher sampled 9 public schools out of 28 and 88 social science teachers were sampled randomly as respondents out of 752 social science teachers in Arusha city. The data in this study was analyzed using SPSS program version 22. This study found out that some social science teachers training attended on environmental education contents which are meant for environmental conservation; some social science teachers understandings of the importance of environmental education; environmental education contents are integrated in social science subjects; there is a significant relationship between the integration of environmental education into social science subjects and environmental conservation. The study recommended that environmental education integration should be translated into practice; despite the importance of the teaching and learning of environmental education contents, the approach used to integrate environmental education in secondary school education should marginalize it; and students and teachers should be active participant in integrating environmental education into school subjects.