File Name: role of school in environmental conservation and sustainable development .zip
- Environmental Education
- role of school in environmental conservation and sustainable development ppt
- Act and Inspire: The Dual Roles of Schools in Environmental Protection
- Top 10 Benefits of Environmental Education
India is challenged by the nexus of environmental degradation and economic growth amidst the paradoxical coexistence of poverty and affluence in their multifarious dimensions. These challenges are directly linked with the conservation and maintenance of the life supporting systems such as land, water, air, and biological diversity. The major causes of environmental degradation are population growth, industrialisation, changes in consumption patterns, and poverty threatening the dynamic equilibrium that could exist between people and ecosystems.
In an effort to address these issues, environmental education for sustainable development EESD is emerging as an important approach to encourage students to conserve and protect the natural environment in their schools and in their neighbourhoods. The main Objectives of this research were to foster the acquisition and transfer of the necessary knowledge, skills, attitudes and behaviour with reference to the protection of the environment and sustainable development in selected high schools in the union territory of Puducherry region and Cuddalore district of Tamil Nadu.
We have chosen urban schools from urban areas are more vulnerable to environmental impacts. The four schools were selected to represent the diversity of high schools and students in Puducherry and Tamil Nadu regions. A total of students were selected from four schools, of which 60 students from each four school were selected based on their interest, motivation and commitment.
The selected students were divided into two groups of which thirty students were in experimental and remaining thirty kept in control groups for each school. The experimental group students were implemented with an innovative curriculum on environmental education for sustainable development EESD.
There was a significant statistical difference between the overall pre and post test impacts on the level of environmental knowledge, behaviour, attitudes, and skills of the students from both the groups.
In the post test result, the experimental group students scored significantly higher knowledge, attitudes, skills and behaviour on air, water, biodiversity conservation and solid waste management than the students who were exposed to the traditional teaching methods with existing curriculum. It may be concluded that the active teaching learning approach is more effective in facilitating environmental education for sustainable development among school children.
Keywords: Environmental education, sustainable development, experimental design, active education, environmental pollution, behaviour, Attitudes. The ultimate drivers of environmental degradation are population growth, inappropriate technology and consumption choices, and poverty, leading to changes in relations between people and ecosystems, and development activities such as intensive agriculture, polluting industry, and unplanned urbanisation.
To achieve the goals EESD, the active teaching learning approach is widely recommended by several earlier workers who have found that traditional class room lecture based teaching learning approach have limited effectiveness in helping students to retain information, become self-learners, and develop skills in transferring knowledge and solving problems McLeish ; Davis and Alexander ; Saunders ; Bonwell and Eison ; Gardiner ; Fink Further research demonstrated that when students are involved in active teaching learning process, retention of knowledge is significantly increased Mackenzie and White.
Learning through experiences has both process and outcome dimensions, with basic content mastery integrated with opportunities to manage complex projects, apply critical thinking, and develop skills in inquiry that have applications beyond the classroom Fink Place-based approaches in environmental education are valuable for several reasons.
Field based education is one component of active environmental education. There is a strong agreement that fieldwork is advantageous for learning in the biosciences Davenport, ; Baggott and Rayne. However, in practice, field work in the environmental studies at school level is limited or negligible and there is a very little research on the experiential learning at school level in India.
Active teaching learning methods involve students in the learning process such as discussions, writing, asking and answering questions and engaging in their own learning. These activities in turn require students to use critical thinking skills such as analysis and evaluation TIEE, Teachers use a variety of approaches in student-active classrooms such as cooperative group work, debate and discussion, and open-ended problem solving.
Formative evaluation of ongoing evaluation of a course is a critical aspect of student-active teaching because this process helps teachers be more reflective and effective teachers TIEE, Constructivist theory frames learning as an active, continuous process whereby learners take information from the environment and construct personal interpretations and meaning based on prior knowledge and experience Driver and Bell.
Moreover, learners construct knowledge by physically and mentally acting on objects or phenomena in the environment Piaget, and through social interactions with members of the community Vygotsky, Thus, students learning about environment are in part influenced by the personal ideas and understandings they construct about the world.
Teaching students how to learn and how to develop their sense of curiosity are goals of educators in general and science teachers in particular.
For instance, Biology, concerned with the wonders of life, offers many fascinating natural phenomena that provoke thought and stimulate curiosity. Students are likely to understand the natural world if they work directly with natural phenomena, using their senses to observe and using instruments to extend the power of their senses National Science Board, Novak suggested that inquiry involves human beings in the struggle for reasonable explanations of phenomena about which they are curious.
In order to satisfy curiosity, inquiry should involve activity and skills, but should focus on the active search for knowledge and understanding of unusual elements in the environment Maw and Maw, ; Haury, In addition to the direct educational benefits, fieldwork has been reported to increase confidence and motivation Smith, ; Boyle et al, The environmental philosopher John Muir emphasized that the People will act on behalf of the natural world if they have exposure to it, therefore knowledge about it.
The current research is focused on the effectiveness of active teaching learning strategy to address the environmental issues. This will add to the existing body of literature with important insights regarding how best to develop programs that promote pro-environmental behaviour and sensitize the student community about the various complex local environmental issues. Students are major agents for creating environmental awareness as they are future responsible citizens.
Therefore, this study was conducted on the middle school students 7 th to 9 th standards — age group ranging between 13 and 15 years from Puducherry and Cuddalore regions, South India.
The sample size consisted of students with the same levels of attitude, behaviour and skills related to environmental issues randomly selected from four representative middle and high schools from urban areas of Puducherry and Cuddalore regions Table 1.
The urban schools were selected since urban areas are more exposed to human impacts and more vulnerable to environmental degradation than the rural areas. The dedication, interest and motivation levels aof the concerned teachers, school principals and correspondent were used as the criteria for selecting the schools. The experimental group students were exposed to active EESD program. Students from both control and experimental groups were pre tested before the implementation of the EESD program to evaluate their previous knowledge, skills, behaviour, and attitudes towards various environmental issues -mainly focussing on air, water quality, biodiversity conservation and solid waste management.
The experimental group was then imparted with active EESD program; this included various teaching learning strategies such as interactive classroom sessions, field exposures, lab experiments, hands-on exercises, small group projects and service learning opportunities.
At the end of the program after one year, both experimental and control groups underwent the post-test using similar variables that were used for the pre-test. In the present study, Questions were prepared with slight modifications of items from previous questionnaires used for similar enquiries Thomson and Hoffman, , Kostova, , Hagenbuch et.
The major objectives of the active EESD program was to foster the acquisition and transfer of knowledge, behaviour, attitudes and skills concerning the environment and its problems as well as to monitor their efficacy on the students. This shift in discourse is also bound to generate broader public interest and perhaps motivate local, state, and national policy makers to advocate for the integration of EE within the school curriculum edible schoolyards, place-based education, walk-to-school initiatives , as well as help more informal EE programs e.
The didactic construct ensures contemporary educational process in which all achievements of pedagogy and psychology are put into practice. Instrumental construct include development of students as total personality and use of arts as pedagogical tools in environmental issues. The conceptual construct comprises the environmental issues, concepts and reveals them from different perspective- cognitive, value and action.
These three constructs of the innovative model of EE proposed by Kostova was taken together to provide the possibilities for closer interaction of psychology and pedagogy with environmental issues on the basis of continuous research and improvement. Through the innovative model of EESD, a system of approaches was put into practice. A variety of instructional strategies and experiential approaches were used for experimental group. These includes classroom sessions, field trips, nature walks, practical, creative drama and experiences and small ecological and environmental projects.
A variety of instructional strategies were also adapted that included-documentary film shows, case studies, classroom debates, group presentations, simulation games and drama as suggested by Heyman , Gifford Proulx, Documentary film is a multimodal, multisensual, and universal medium that has the potential to reach and influence a wide range of people regarding environmental issues Bahk, The research conducted by Bahk found that participants in the experimental group became more favourable toward the preservation of forests than did those in the control group.
Afterwards, Students were encouraged to express in writing why they took these pictures and what they intended to show through the power point presentations to all other fellow school students.
Games related to various environmental issues, such as human population problems, water pollution, air pollution, solid waste issues, biodiversity loss, urbanization, have been evolved based on the suggestions of several earlier workers Jacobson et. A study conducted by Mackenzie and Edwards emphasised that play based education must be integrated into environmental education.
After the end of each activity, students were asked to write down their ideas expressing their perceptions, feelings and experiences about their environment. Hands-On Learning is an instructional technique where students manipulate the laboratory materials to help develop an understanding of the concepts related to environmental problems. Water quality assessment program was carried out with experimental group students under the closer supervision and guidance of the researcher.
The first step was to involve students in water quality monitoring program conducted in school as well as school neighborhoods. Water samples were collected for this purpose Tap water ,bore well and surface water. The water samples in triplicate were meticulously collected in laboratory glassware, rinsed with distilled water and washed with the water to be tested.
Students also interacted with local people to convey the findings. There were also discussions on the need to ensure good quality supply of water and the water associated health problems. Air quality assessment program was conducted with experimental group students. The sites monitored were the major traffic junctions and highways, adjacent to schools in Puducherry and Cuddalore towns. The experimental group students were involved in campus waste auditing activities such as characterization, quantification, as well as recycling and reusing techniques Image 1.
Various organic wastes such as vegetable, leaf litter, papers and food waste generated in school were converted as organic manure, for school vegetable gardens maintained by students. Image 1 Students are engaging in solid waste management within the school. Hence this EESD program was planned and implemented to investigate how place based education, promotes student test scores and overall motivation for learning about environments. Visit to places of environmental concerns provided best opportunities to the learners as a means of observing and experiencing the real environment.
It has enough scope for building environmental awareness, stimulating participation and developing investigative skills in learners. The experimental group students from Puducherry and Cuddalore visited the local botanical gardens. Instructions were provided for observation and recording. Crammer and Dennis l opined that during the early days in the field it probably will be necessary to point out many pertinent factors to initiate the students into the concept of close observation. As experience in the field is gained, the students will probably become better observers.
Hence, this strategy was adapted. Students evinced much interest and they were given enough time to acquaint themselves with the plants. Students learned at their own pace and noted the different types and shapes of leaves, flowers, mode of reproduction.
They were asked to record in their notebook anything observed which might be important in their studies. Students explored, experimented and created in their own search for knowledge and skill. The field visit enabled the students to see and understand the diversity of species, reproduction, pollination and fertilization. Students have learnt to appreciate the potential resource for food, medicine, industrial material and habitat for other organisms.
This has helped them to develop positive attitudes and conservation behaviour towards our natural environment as reported by Bukinshiiw, Hence, experimental group students were taken to nearby botanical gardens and parks. The experimental group students visited Ousudu lake bird sanctuary, located 10 kms away from Puducherry bus stand.
In order to sensitize the importance of biodiversity and its assessments, it was important for the students in our field-based biodiversity course not only to learn about the plants and animals associated with Ousudu lake largest fresh water wetland in Puducherry region but also to understand how this biodiversity can be assessed in the field.
With basic field equipments such as forceps, nets, buckets, shovels, sieves, binocular, microscope and collection jars, the students surveyed the diversity of riparian vegetations, hydrophytes, other plants and animals living in the water and land.
Different sampling strategies, such as rapid biodiversity inventories for reptiles for butterfly survey random supervised walks and opportunistic observations mostly during the morning — hr and in the evening — hr were carried out by the students, the species were then identified with standard references Gunathilagaraj et al, , Kunte and Kehimkar, These timings were found to be suitable since the maximum butterfly activity happened during these times.
Butterflies and dragonflies were utilized to more systematically cover the area sampled, and for this, students used a tape measure and poles to delineate the sampling plot for plant and animal species.
Thus the students learnt the diversity and richness of organisms in their local environment.
role of school in environmental conservation and sustainable development ppt
Elaine Nevin addresses the role of education in achieving sustainable development and explores the relationship between development education DE , education for sustainable development ESD and environmental education EE in an Irish context. This definition acknowledges that while development may be necessary to meet human needs and improve the quality of life, it must happen without depleting the capacity of the natural environment to meet present and future needs. At first it emphasised the environment in development policies but, since , has evolved to encompass social justice and the fight against poverty as key principles of sustainable development. There are two commonly used visualisations of how the various aspects of sustainable development interact: one is of three overlapping circles representing the three pillars of sustainable development - economy, society and environment fig 1. The other shows the economy embedded in society, which in turn is embedded in the environment fig 1. The latter focuses on the central role that the environment plays in human society and in turn in the economy.
India is challenged by the nexus of environmental degradation and economic growth amidst the paradoxical coexistence of poverty and affluence in their multifarious dimensions. These challenges are directly linked with the conservation and maintenance of the life supporting systems such as land, water, air, and biological diversity. The major causes of environmental degradation are population growth, industrialisation, changes in consumption patterns, and poverty threatening the dynamic equilibrium that could exist between people and ecosystems. In an effort to address these issues, environmental education for sustainable development EESD is emerging as an important approach to encourage students to conserve and protect the natural environment in their schools and in their neighbourhoods. The main Objectives of this research were to foster the acquisition and transfer of the necessary knowledge, skills, attitudes and behaviour with reference to the protection of the environment and sustainable development in selected high schools in the union territory of Puducherry region and Cuddalore district of Tamil Nadu.
Act and Inspire: The Dual Roles of Schools in Environmental Protection
Natarajan, D. Sixty-six schools offer traditional undergraduate degrees in biology. Sustainable Waste Management. This data will be updated every 24 hours. Iorga Str.
Environmental education EE connects us to the world around us, teaching us about both natural and built environments. EE raises awareness of issues impacting the environment upon which we all depend, as well as actions we can take to improve and sustain it. Whether we bring nature into the classroom, take students outside to learn, or find impromptu teachable moments on a nature walk with our families, EE has many benefits for youth, educators, schools, and communities. As a long time supporter of environmental education and as an Adjunct Professor of EE at University of Wisconsin — Stevens Point, it is my passion to inspire future educators in this field. Over the years, I have asked each of my classes to share the reasons they teach EE, what it means to them, and how it can benefit learners of all ages.
Vennila Govindaswamy, Head of the department, Department of civil engineering, K. In the present scenario, due to anthropogenic activities, environmental degradation is in an alarming rate and it results in various environmental issues such as global warming, ozone layer depletion, greenhouse effects, raise in sea water level, improper monsoon and acid rain. There is a wrong myth that economic development is based only in industrialisation. But in the international organisations such as World Bank and International Monetary Fund, environmental degradation is considered as the norm.
Top 10 Benefits of Environmental Education
Sustainable development is the organizing principle for meeting human development goals while simultaneously sustaining the ability of natural systems to provide the natural resources and ecosystem services on which the economy and society depend. The desired result is a state of society where living conditions and resources are used to continue to meet human needs without undermining the integrity and stability of the natural system. Sustainable development can be defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Sustainability goals, such as the current UN-level Sustainable Development Goals , address the global challenges, including poverty, inequality, climate change, environmental degradation, peace and justice.
As we close in on Earth Day , it seems fitting to reflect on the school's dual role in environmental protection. Like all entities, schools have an environmental footprint. Those in the school generate trash.
Those in the school generate trash. They use energy for heating, lighting, photocopying and so on. But schools also have a very unique role in environmental protection: They help students become conscientious stewards of (and advocates for) the environment, protecting it for themselves and generations to come.