Views of science teachers working in Lusaka / Zambia on biological diversity

It has been emphasized that education should be started from students in order to provide a better understanding of biodiversity in education on the protection of biodiversity between the years 2011-2020. For this reason, it is necessary to integrate biodiversity education into teacher education so that science teachers have knowledge about biodiversity-related issues. The aim of this research is to reveal the views of secondary school science teachers about biodiversity. The case study, which is known as one of the qualitative research methods, was adopted in the research. The study group of the research consists of 30 science teachers working in 8 deliberately selected secondary schools in Lusaka, Zambia. The data of the study were collected through semi-structured interview form by making personal interviews with 30 science teachers. According to the results of the research, it was concluded that science teachers do not have an in-depth understanding of the scientific foundations surrounding the concept of biodiversity. Science teachers have a good level of knowledge about the factors that lead to the reduction of biodiversity. They also have a good understanding of the value of biodiversity. It has been concluded that science teachers understand very well what is expected of them in ensuring the protection of biological diversity. Another conclusion of the research is that the emphasis on effective and improved sensitization of biodiversity education will help in the marketing of biodiversity education. Sustainable community will help build and improve biodiversity awareness. Biodiversity awareness programs need to be established. Establishing a policy that ensures biodiversity conservation will ensure that biodiversity conservation law is properly implemented in Zambia. Providing biodiversity education to science teachers as first-hand information carriers about biodiversity education will ensure that teachers, who are at the center of ensuring biodiversity conservation, are well-equipped for biodiversity conservation. As a result, damage to forests will be prevented and biodiversity will be protected as a result of the use of sustainable energy resources. Keywords: Biodiversity, Biodiversity, Environmental Education, Science Teachers