Monday, December 21, 2009
Govt of India website
Dear students please visit the website of Government of India : Forest and Environement. the link is http://moef.nic.in/index.php
Saturday, December 19, 2009
Teaching of Environmental Education
Environmental education projects are an ideal way to diversify your curriculum, try group teaching strategies, and bring the real world into the classroom in a strong academic context. Research shows that real-life hands-on learning effectively reaches and teaches children.
At the "World Conference on Education for All - Meeting Basic Learning Needs", sponsored by UNESCO, UNEP, and UNICEF in the Spring of 1990, Hungerford and Volk presented the findings of their research on the development of responsible environmental behavior in citizens on an individual basis and in societal groups. Embedded within this approach is empowerment as a crucial tool for creating behavioral change. Traditionally, it was believed that people's behavior towards the environment could be changed by making them more aware. Instead, Hungerford and Volk suggested that the following attributes are required:
Knowledge of an issue is a prerequisite to action.
Individuals must possess knowledge of those courses of action which are available and which will be most effective in a given situation.
Individuals benefit from skill development by appropriately applying knowledge of action strategies to a given issue.
This approach is based largely on "The Hines Model of Responsible Environmental Behavior", which goes beyond the linear model for changing behavior: "increased knowledge leads to favorable attitudes...which in turn leads to action promoting better environmental quality" (Ramsey and Rickson, 1977).
The Hines Model stresses two important variables which were considered in the development of the approach outlined in the Grounds and Gardens curriculum. First of all, people are more willing to do something about an environmental problem if they feel it is an issue of importance. Most often this is a local issue of concern in their community -- something that impacts them directly. Secondly, the model emphasizes that people will become empowered to do something about a problem if they have training and knowledge in problem solving strategies and action skills. (Hines, J.M., et al., 1986).
In their research, Volk and Hungerford looked at how responsible environmental behavior might be actualized through environmental education. Many of the answers lie in the objectives for environmental education as defined over two decades ago at the 1977 Tblisi Intergovernmental Conference on Environmental Education:
Awareness --to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems.
Sensitivity- --to help social groups and individuals gain a variety of experiences in, and acquire a set of values and feelings of concern for the environment and it associated issues and problems.
Attitudes --to help social groups and individuals acquire a set of values and feelings of concern for the environment and motivation for actively participating in environmental improvement and protection.
Skills -- to help individuals acquire skills for identifying on solving environmental issues and problems.
Participation --to provide individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental issues and problems.(You can find a complete listing of the goals and objectives Tblisi conference declaration 1978.)
This framework provides the perfect vehicle for integrating environmental education across all content areas. While it may seem a rather ambitious task -- it is feasible and essential. Traditionally, it was believed that we can change behavior by making people more knowledgeable about the environment and its associated issues. The underlying assumption is that the more we know, the more aware we are, and that we then become motivated to act toward the environment in more responsible ways. I tried that and as a result, scared quite a few ten, eleven and twelve year olds. They were overwhelmed and did not posses the skills to create change in their behavior, let alone affect positive change in their community or the world at large. They in fact, felt powerless.
It becomes increasingly apparent that a responsible and effective way is to use "framing" techniques for our environmental education programs. Framing moves beyond the arbitrary boundaries of traditional disciplines by creating a framework which allows learning to be related and integrated within a student's life (Heimlich, 1992). Using a problem-solving, action-oriented, project approach, teachers and students can identify and investigate issues and problems of concern to them. Using a wide array of strategies and skills to research specific environmental issues and problems, analyze and interpret these problems, propose creative solutions, and act on those solutions achieves many of the goals stated in the Tblisis conference declaration.
Experiential Practice:
Outdoor, Environmental, and Adventure Education
Outdoor, Environmental, and Adventure Education
Outdoor education follows the experiential philosophy of learning by doing. It takes place primarily, but not exclusively, through involvement with the natural environment. In outdoor education, the emphasis for a subject of learning is placed on relationships concerning people and natural resources. Environmental education have been identified as two branches of outdoor education: adventure education emphasizing intra- and inter-personal relationships, while environmental education emphasizes ecological principles and ekistic relationships.
Using a Problem Solving, Action Oriented Approach to Environmental Education
Imagine children cleaning up rivers or beaches in your community. Or starting recycling programs, conducting water and air quality tests, research over the Internet, establishing a wetland nursery, or saving trees in your neighborhood. Now, imagine what they learned by planning and carrying out these activities! The multidisciplinary and interdisciplinary nature of environmental education immediately became apparent. Students conducted scientific research by collecting water samples, worked closely with scientists and local labs to analyze the results, then applied their mathematical skills to graph and tabulate the data. Students enhanced their writing skills by writing letters to the editor, press releases, and research reports. They utilized technology to create computer diagrams or "computer films" to communicate their research data. They used telecommunications to collect information about their chosen issue, exchange data with peers from other states and countries, and as a way to get others involved in their projects.
Traditional Thinking versus Research Findings in the Field of Environmental Education
At the "World Conference on Education for All - Meeting Basic Learning Needs", sponsored by UNESCO, UNEP, and UNICEF in the Spring of 1990, Hungerford and Volk presented the findings of their research on the development of responsible environmental behavior in citizens on an individual basis and in societal groups. Embedded within this approach is empowerment as a crucial tool for creating behavioral change. Traditionally, it was believed that people's behavior towards the environment could be changed by making them more aware. Instead, Hungerford and Volk suggested that the following attributes are required:
Knowledge of an issue is a prerequisite to action.
Individuals must possess knowledge of those courses of action which are available and which will be most effective in a given situation.
Individuals benefit from skill development by appropriately applying knowledge of action strategies to a given issue.
This approach is based largely on "The Hines Model of Responsible Environmental Behavior", which goes beyond the linear model for changing behavior: "increased knowledge leads to favorable attitudes...which in turn leads to action promoting better environmental quality" (Ramsey and Rickson, 1977).
The Hines Model stresses two important variables which were considered in the development of the approach outlined in the Grounds and Gardens curriculum. First of all, people are more willing to do something about an environmental problem if they feel it is an issue of importance. Most often this is a local issue of concern in their community -- something that impacts them directly. Secondly, the model emphasizes that people will become empowered to do something about a problem if they have training and knowledge in problem solving strategies and action skills. (Hines, J.M., et al., 1986).
In their research, Volk and Hungerford looked at how responsible environmental behavior might be actualized through environmental education. Many of the answers lie in the objectives for environmental education as defined over two decades ago at the 1977 Tblisi Intergovernmental Conference on Environmental Education:
Awareness --to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems.
Sensitivity- --to help social groups and individuals gain a variety of experiences in, and acquire a set of values and feelings of concern for the environment and it associated issues and problems.
Attitudes --to help social groups and individuals acquire a set of values and feelings of concern for the environment and motivation for actively participating in environmental improvement and protection.
Skills -- to help individuals acquire skills for identifying on solving environmental issues and problems.
Participation --to provide individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental issues and problems.(You can find a complete listing of the goals and objectives Tblisi conference declaration 1978.)
This framework provides the perfect vehicle for integrating environmental education across all content areas. While it may seem a rather ambitious task -- it is feasible and essential. Traditionally, it was believed that we can change behavior by making people more knowledgeable about the environment and its associated issues. The underlying assumption is that the more we know, the more aware we are, and that we then become motivated to act toward the environment in more responsible ways. I tried that and as a result, scared quite a few ten, eleven and twelve year olds. They were overwhelmed and did not posses the skills to create change in their behavior, let alone affect positive change in their community or the world at large. They in fact, felt powerless.
It becomes increasingly apparent that a responsible and effective way is to use "framing" techniques for our environmental education programs. Framing moves beyond the arbitrary boundaries of traditional disciplines by creating a framework which allows learning to be related and integrated within a student's life (Heimlich, 1992). Using a problem-solving, action-oriented, project approach, teachers and students can identify and investigate issues and problems of concern to them. Using a wide array of strategies and skills to research specific environmental issues and problems, analyze and interpret these problems, propose creative solutions, and act on those solutions achieves many of the goals stated in the Tblisis conference declaration.
Thursday, December 17, 2009
Teaching Environmental Education Using Out-of-School Settings and Mass Media.
Research related to environmental education has consistently indicated that many students and young adults attribute a large amount of their knowledge of environmental concepts, problems, and issues to out-of-school (non-formal) educational settings and experiences. Data also indicate that students and young adults attribute much of their attitudes and values to similar experiences. When a school provides strong environmental education experiences or programs the impact of out-of-school experiences decrease, yet remain very significant (Iozzi and others, 1981; Iozzi and others, 1984).
WHAT SETTINGS AND EXPERIENCES ARE INCLUDED IN OUT-OF-SCHOOL
ENVIRONMENTAL EDUCATION?The field of out-of-school (non-formal) environmental education is broad and eclectic. Out-of-school education is usually defined as education that occurs in parks, nature centers, museums, aquaria, arboreta, public gardens, forest areas, wildlife refuges, camps, communities, and the home when the experiences are not part of a formal school-based program. It also includes mass media including television, radio, newspapers, and magazines when used at these sites or other non-school sites.
Goals and purposes of out-of-school environmental education programs are equally diverse. Some practitioners emphasize environmental awareness, while others emphasize acquiring knowledge, skill development, problem solving, and action programs.
WHAT ARE SOME EFFECTIVE STRATEGIES AND SETTINGS FOR USE IN
OUT-OF-SCHOOL ENVIRONMENTAL EDUCATION?
LEARNING ENVIRONMENTAL CONCEPTSResearch data indicate out-of-school experiences can be effective in helping students develop accurate concepts related to the environment . Real and familiar environments appear to be more effective than unfamiliar environments unless pre-visit instruction is provided. Pre-instructional materials that provide an overview of what is to be done and what may be learned help to improve learning in nearly all settings and with televised experiences.
A variety of out-of-school settings have been used effectively for developing environmental knowledge and concepts. Successful settings have included woodlands, zoos, community areas, environmental centers, and outdoor laboratories. These settings are most effective because they emphasize real objects and relationships between objects that individuals can see.
Data from studies reported in two reviews (Iozzi and others, 1981; Iozzi and others, 1984) indicate that many students report the mass media (primarily television) as their major source of environmental knowledge. For most adults, mass media is rated as an even more important source of environmental knowledge.
LEARNING ENVIRONMENTAL ATTITUDES AND VALUES A variety of instructional approaches in out-of-school settings have been found to be effective for encouraging positive environmental attitudes and values. Outdoor education experiences (including those at zoos, parks, caves, lakes, forests, and coastal areas) have been found to make a significant impact on the attitudes and values of students. Data also indicate that mass media, particularly television, has made a significant impact on students attitudes and values.
Among the instructional strategies that have been found to be effective in these settings for influencing the affective domain are case studies, field trips, community inventory projects, and community action projects. Preactivity and post activity experiences have been successful in helping to make the experiences more effective.
LEARNING ISSUE AWARENESS Students frequently report mass media, especially television, as their major source of information on environmental issues. The exception to this finding tends to be when schools have established formal course experiences dealing with issues.
Studies regarding sources of information on environmental issues for adults indicate the same pattern; mass media, especially television, is the major source of information for them. Magazines and newspapers are also cited as major sources of information by adults.
Strategies that have been found effective for increasing awareness of issues by use of mass media include case studies, trend analysis, and issue analysis.
Outdoor settings have also been effective in teaching awareness of environmental issues. Strategies such as field trips to selected sites with environmental problems, action projects, and case studies are among the experiences that have been most effective.
LEARNING ENVIRONMENTAL ACTION SKILLS A substantial amount of out-of-school environmental education activity and research has involved environmental action activities. Most have been designed to improve some aspect of the environment and develop individuals with more positive environmental attitudes and responsible environmental behavior.
Many studies, especially those using positive reinforcement (incentives) and negative reinforcement (fines, restricted activity), report treatments are effective in encouraging the desired environmental behavior. The effectiveness of the techniques, however, differs with different issues.
Reviewers of research (Iozzi, et al. 1981; Hungerford, 1984) report that many of the action activities dealt with relatively minor environmental problems (picking up litter, etc.) and that activities ought to focus on more serious problems (water pollution, hazardous wastes, population problems). Reports in more recent conference proceedings of The North American Association for Environmental Education (NAEE) indicate this is occurring.
Involving people in working to solve real environmental problems is clearly a role out-of-school organizations can use to help improve the environment and to develop environmental action skills. The educational value of these activities could be improved by including issue analysis activities such as those developed by Hungerford and his associates (Hungerford, 1985) and/or materials developed by Iozzi (Iozzi, 1987).
TRENDS IN OUT-OF-SCHOOL ENVIRONMENTAL EDUCATION
During the past two years, there has been a resurgence in out-of-school environmental education activities. This has been due to increased visibility and concern about local, national, and global environmental problems.
There has been an increase in the use of out-of-school settings for environmental education by both schools and non-formal organizations during the past several years.
Data indicate the mass media has provided more time on television and radio and more space in newspapers and magazines for environmental topics than in the late 1970's and early 1980's.
Organizations such as the Boy Scouts, Girl Scouts, 4-H, and others have been providing more emphasis on activities related to environmental quality and pollution prevention.
Several organizations in cities have developed centers for science, natural history, and related areas. Others have developed or expanded aquariums, zoos, wildlife areas, parks, and natural areas.
The importance of out-of-school educational experiences has been highlighted by increased financial support from federal agencies such as the National Science Foundation and the U.S. Department of Education; while this support has been for science and technology related activities, several of the projects supported have included environmental education. The United States Environmental Protection Agency and the Department of the Interior have also been involved in out-of-school environmental education activities and exploring ways to expand their support for these programs.
SUMMARY
Out-of-school environmental education experiences account for a significant amount of what most people know about the environment, their attitudes and values toward the environment, their knowledge of environmental issues, and their knowledge of environmental actions.
Research data indicate ways to improve these experiences. Use of this information can help agencies and organizations achieve better results from their activities and be more effective in imparting environmental knowledge and motivating people to action.
The data also indicate that for school-age individuals these experiences can be combined very effectively with formal school programs and enhance the learning obtained from both. Schools and out-of-school organizations should work together to use the strengths of each organization, their resources, and settings.
The documented effectiveness of the mass media in reaching all age groups suggests that more planned programing should be done, especially through television and newspapers, for environmental education purposes. The potential of media clearly has not been used.
There are also several implications for school programs.
l. There is clearly a need to provide better environmental
education programs (K-12) and to provide more time for
environmental concepts,values, issues and skills.
2. Schools should develop cooperative programs with
out-of-school organizations, particularly mass media,
and organizations with unique sites in their own area.
The potential for extending the schools impact and for
providing unique experiences is great.
3. Schools should provide more instruction on the evaluation
and use of information obtained through the mass media.
Research related to environmental education has consistently indicated that many students and young adults attribute a large amount of their knowledge of environmental concepts, problems, and issues to out-of-school (non-formal) educational settings and experiences. Data also indicate that students and young adults attribute much of their attitudes and values to similar experiences. When a school provides strong environmental education experiences or programs the impact of out-of-school experiences decrease, yet remain very significant (Iozzi and others, 1981; Iozzi and others, 1984).
WHAT SETTINGS AND EXPERIENCES ARE INCLUDED IN OUT-OF-SCHOOL
ENVIRONMENTAL EDUCATION?The field of out-of-school (non-formal) environmental education is broad and eclectic. Out-of-school education is usually defined as education that occurs in parks, nature centers, museums, aquaria, arboreta, public gardens, forest areas, wildlife refuges, camps, communities, and the home when the experiences are not part of a formal school-based program. It also includes mass media including television, radio, newspapers, and magazines when used at these sites or other non-school sites.
Goals and purposes of out-of-school environmental education programs are equally diverse. Some practitioners emphasize environmental awareness, while others emphasize acquiring knowledge, skill development, problem solving, and action programs.
WHAT ARE SOME EFFECTIVE STRATEGIES AND SETTINGS FOR USE IN
OUT-OF-SCHOOL ENVIRONMENTAL EDUCATION?
LEARNING ENVIRONMENTAL CONCEPTSResearch data indicate out-of-school experiences can be effective in helping students develop accurate concepts related to the environment . Real and familiar environments appear to be more effective than unfamiliar environments unless pre-visit instruction is provided. Pre-instructional materials that provide an overview of what is to be done and what may be learned help to improve learning in nearly all settings and with televised experiences.
A variety of out-of-school settings have been used effectively for developing environmental knowledge and concepts. Successful settings have included woodlands, zoos, community areas, environmental centers, and outdoor laboratories. These settings are most effective because they emphasize real objects and relationships between objects that individuals can see.
Data from studies reported in two reviews (Iozzi and others, 1981; Iozzi and others, 1984) indicate that many students report the mass media (primarily television) as their major source of environmental knowledge. For most adults, mass media is rated as an even more important source of environmental knowledge.
LEARNING ENVIRONMENTAL ATTITUDES AND VALUES A variety of instructional approaches in out-of-school settings have been found to be effective for encouraging positive environmental attitudes and values. Outdoor education experiences (including those at zoos, parks, caves, lakes, forests, and coastal areas) have been found to make a significant impact on the attitudes and values of students. Data also indicate that mass media, particularly television, has made a significant impact on students attitudes and values.
Among the instructional strategies that have been found to be effective in these settings for influencing the affective domain are case studies, field trips, community inventory projects, and community action projects. Preactivity and post activity experiences have been successful in helping to make the experiences more effective.
LEARNING ISSUE AWARENESS Students frequently report mass media, especially television, as their major source of information on environmental issues. The exception to this finding tends to be when schools have established formal course experiences dealing with issues.
Studies regarding sources of information on environmental issues for adults indicate the same pattern; mass media, especially television, is the major source of information for them. Magazines and newspapers are also cited as major sources of information by adults.
Strategies that have been found effective for increasing awareness of issues by use of mass media include case studies, trend analysis, and issue analysis.
Outdoor settings have also been effective in teaching awareness of environmental issues. Strategies such as field trips to selected sites with environmental problems, action projects, and case studies are among the experiences that have been most effective.
LEARNING ENVIRONMENTAL ACTION SKILLS A substantial amount of out-of-school environmental education activity and research has involved environmental action activities. Most have been designed to improve some aspect of the environment and develop individuals with more positive environmental attitudes and responsible environmental behavior.
Many studies, especially those using positive reinforcement (incentives) and negative reinforcement (fines, restricted activity), report treatments are effective in encouraging the desired environmental behavior. The effectiveness of the techniques, however, differs with different issues.
Reviewers of research (Iozzi, et al. 1981; Hungerford, 1984) report that many of the action activities dealt with relatively minor environmental problems (picking up litter, etc.) and that activities ought to focus on more serious problems (water pollution, hazardous wastes, population problems). Reports in more recent conference proceedings of The North American Association for Environmental Education (NAEE) indicate this is occurring.
Involving people in working to solve real environmental problems is clearly a role out-of-school organizations can use to help improve the environment and to develop environmental action skills. The educational value of these activities could be improved by including issue analysis activities such as those developed by Hungerford and his associates (Hungerford, 1985) and/or materials developed by Iozzi (Iozzi, 1987).
TRENDS IN OUT-OF-SCHOOL ENVIRONMENTAL EDUCATION
During the past two years, there has been a resurgence in out-of-school environmental education activities. This has been due to increased visibility and concern about local, national, and global environmental problems.
There has been an increase in the use of out-of-school settings for environmental education by both schools and non-formal organizations during the past several years.
Data indicate the mass media has provided more time on television and radio and more space in newspapers and magazines for environmental topics than in the late 1970's and early 1980's.
Organizations such as the Boy Scouts, Girl Scouts, 4-H, and others have been providing more emphasis on activities related to environmental quality and pollution prevention.
Several organizations in cities have developed centers for science, natural history, and related areas. Others have developed or expanded aquariums, zoos, wildlife areas, parks, and natural areas.
The importance of out-of-school educational experiences has been highlighted by increased financial support from federal agencies such as the National Science Foundation and the U.S. Department of Education; while this support has been for science and technology related activities, several of the projects supported have included environmental education. The United States Environmental Protection Agency and the Department of the Interior have also been involved in out-of-school environmental education activities and exploring ways to expand their support for these programs.
SUMMARY
Out-of-school environmental education experiences account for a significant amount of what most people know about the environment, their attitudes and values toward the environment, their knowledge of environmental issues, and their knowledge of environmental actions.
Research data indicate ways to improve these experiences. Use of this information can help agencies and organizations achieve better results from their activities and be more effective in imparting environmental knowledge and motivating people to action.
The data also indicate that for school-age individuals these experiences can be combined very effectively with formal school programs and enhance the learning obtained from both. Schools and out-of-school organizations should work together to use the strengths of each organization, their resources, and settings.
The documented effectiveness of the mass media in reaching all age groups suggests that more planned programing should be done, especially through television and newspapers, for environmental education purposes. The potential of media clearly has not been used.
There are also several implications for school programs.
l. There is clearly a need to provide better environmental
education programs (K-12) and to provide more time for
environmental concepts,values, issues and skills.
2. Schools should develop cooperative programs with
out-of-school organizations, particularly mass media,
and organizations with unique sites in their own area.
The potential for extending the schools impact and for
providing unique experiences is great.
3. Schools should provide more instruction on the evaluation
and use of information obtained through the mass media.
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