Engaging pre-service teachers in an indigenous activity to investigate sustainability and green practices in palm oil production

Ruby Hanson; Charity E. Anor

doi:10.1515/psr-2023-0053

Article

Engaging pre-service teachers in an indigenous activity to investigate sustainability and green practices in palm oil production

Ruby Hanson and Charity E. Anor

Published/Copyright: February 19, 2025

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From the journal Physical Sciences Reviews Volume 10 Issue 1-2

Abstract

Indigenous science is fast becoming a pathway to teach the principles of sustainability and green science or green chemistry towards sustainable development, management and conservation of the world’s ecosystems for posterity. This study sought to explore students’ own ideas about sustainability and ‘green’ practices through the indigenous multi-stage production of palm oil. A case study that employed a mixed method approach engaged 86 purposively chosen pre-service teachers. Questionnaires that partly allowed for participants to share their own ideas about palm oil production with respect to sustainability and green practices were used to collect data. Findings from analysed data indicated a positive shift in attitude, knowledge and views towards sustainability and green science practices in their communities as against their entry point.

Keywords: green science; indigenous knowledge; indigenous science; pre-service teachers; sustainability

Corresponding author: Ruby Hanson, Department of Chemistry Education, Faculty of Science, University of Education Winneba, South Campus, Winneba, Central, Ghana, E-mail: maameruby@yahoo.com

Acknowledgments

We wish to acknowledge colleagues who supported and validated procedures, pre-service teachers from the University of Education, Winneba, and indigenous experts from Ekwamkrom who participated in the research.

Research ethics: Not applicable.
Informed consent: Not applicable.
Author contributions: All authors have contributed equally.
Use of Large Language Models, AI and Machine Learning Tools: None declared.
Conflict of interest: The authors state no conflict of interest.
Research funding: This research did not receive any direct funding, but received an invitation to contribute a chapter on Green Science. Funding Source: International Union of Pure and Applied Chemistry. Award Number: 2021005-1-041.
Data availability: Not applicable.

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Received: 2023-09-17

Accepted: 2024-12-13

Published Online: 2025-02-19

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Articles in the same Issue

https://doi.org/10.1515/psr-2023-0053

Keywords for this article

green science; indigenous knowledge; indigenous science; pre-service teachers; sustainability