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 phase. 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
