Perceptions of secondary life and earth sciences teachers on ecology education at middle and high school levels

The objective of this study is to explore and analyze the perceptions and opinions of teachers in the Secondary Education Cycle (Middle and High School levels) relating to the teaching of ecology. It also aims to raise the difficulties and obstacles that stand in the way of teaching this subject. In this end, a questionnaire-based survey was adopted in undertaking the study and collecting the relevant data. The participants in this study are one hundred and forty-six teachers in this cycle. The results obtained reveal that, although the school textbook is mainly intended for students, it is commonly used by teachers as a reference in course preparation (59.31%), although the majority (97.26%) consider it insufficient. A significant proportion of respondents indicate that they do not conduct practical work (46.58%) and believe that the time allocated to teaching ecology is insufficient (58.90%). Moreover, a significant proportion of teachers (61.64%) report experiencing difficulties in their students' learning of ecology. Similarly, a notable proportion (24.66%) also reports personal cognitive obstacles related to the mastery of this subject. The ecological field trip is considered essential by the majority of teachers (87.59%), however, only a few of them organize it with their students (23.40%). Furthermore, a large number of teachers (81.38%) report not having an ecological field trip guidebook. This study has allowed us to identify several shortcomings in our educational system regarding the teaching of ecology at the secondary level. It is therefore necessary to review training programmes in order to improve teachers' theoretical and practical skills; to develop strategies aimed at further stimulating student engagement in learning (practical work and ecological field trips) and to create a guidebook clearly outlining the activities to be carried out by students during the ecological field trip.