review of related lireview of related literature...

Chapter 3Chapter 3Chapter 3Chapter 3

REVIEW OF RELATED LIREVIEW OF RELATED LIREVIEW OF RELATED LIREVIEW OF RELATED LITERATURETERATURETERATURETERATURE

3.1 Studies related to Education for Sustainable Development

3.2 Studies related to Environmental Education

3.3 Studies related to Environmental Awareness and Attitude towards

Environment

3.4 Studies related to Learning Package

3.5 Conclusion

Review of Related Literature 76

In this chapter, an attempt has been made by the investigator to review some

of the important reported research studies and related literature that have got direct

bearing on the central theme of the research problem at hand. The studies thus

received are categorized under the following headings.




Environment

3.4 Studies related to Learning Package


Inga and Ginta (2011) carried out an action research in exploring and

promoting ecological consciousness in teacher education. This research presented

the findings of a qualitative study with 39 first year students of pre-school and

primary school teacher education programmes who were taking an educational action

research based study course ‘Environmental Pedagogy’. The study aimed at engaging

the students in reflection on their experiences of interaction with nature and

deciphering their views on ecological consciousness. Qualitative content analysis

brought out emergent themes in students’ reflections. A conceptual framework was

outlined containing three frames of reference. They are (1) inclusion-oriented frame

of reference; (2) exclusion-determining frame of reference and (3) solution-oriented

frame of reference. Conclusions were drawn about the immense possibilities of

educational action research to encourage students’ reflective thinking on ecological

consciousness and building sustainable and inclusive relationships with the world.

Karpudewan, et al. (2011) conducted a study to incorporate green chemistry

curriculum to the student teachers enrolled in the chemistry teaching method course at

the University Sains Malaysia. Assessment of the impact of the experience on

student-teachers showed them to be intrinsically motivated in committing pro-

environmental actions. The environmental values and environmental attitudes of the

student teachers were observed to undergo change as well. This study has been shown


that it is possible by educational means to encourage the inculcation of positive

environmental values and to teach the skills and cognitive basis required for active

participation as individuals and members of the community.

Buchanan and Griffin (2010) carried out a study on the views of student’s

opportunities and barriers with regard to maintenance and management of resources

in the context of a tertiary institution. A cohort of approximately 140 third year

primary teacher education students were surveyed to understand their views on the

value of, barriers to and opportunities for practical sustainability projects conducted

by students in their tertiary context. Such projects are a precursor to similar

endeavours that could be undertaken among the students’ school contexts.

John and Janette (2010) made a study to find a place for Environmental

studies. Education for sustainability engages not only curriculum, but demands

accurate responses in terms of management of resources and of grounds. It is affirmed

that inclusion of education for sustainability in the curriculum, whether in a school or

university context, is hollow and insincere in the absence of practical and social action

on site and perhaps beyond anything.

Makrakis (2010) conducted a case study in formulating and applying a critical

and transformative model to meet the demands of education for sustainable

development in teacher education. This reflective case study approach, including

focus interviews, reflexive journals and analysis of project-based works of 30 pre-

service teachers participating in an undergraduate course was employed to investigate

the discrepancy between the teachers constructivist conceptions and the actual

practice. The identified discrepancy seemed to be an outcome of the difficulty in

translating constructivism into teaching practice, but also of the misleading

conception of constructivism as a homogeneous philosophy. Through reflective

practice, the participants were able to deconstruct and reconstruct their theories and

practices of teaching and learning in more emancipatory ways addressing issues of

education for sustainable development.

Rajeswari (2010) conducted a study to investigate the student teacher’s

awareness, attitudes and classroom practices with respect to education for sustainable

development. Survey method was used for data collection. Questionnaires and attitude


scales were employed as tools. The sample comprised of 300 B.Ed student teachers

selected randomly from various training institutes in Palakkad district. The findings of

the study showed that majority of the student teachers had little awareness regarding

the concept of ESD. Within this decade of education for sustainable development,

educational institutions need to increase their efforts to educate their students for a

sustainable future.

Kumari and Saroja (2009) conducted an experimental study titled

‘Effectiveness of Bio-centric Approach on the Achievement in Geography and the

Concepts of Sustainable Development among the Pupils of Standard Nine’. The study

revealed that Bio-Centric Approach is significantly effective in enhancing

achievement in Geography and sustainable development concepts.

Research in knowledge systems for sustainable development (KSSD) seeks to

determine how science and technology can be put into effective action at a local level.

Teachers in education for sustainability attempt to achieve the same goal. KSSD

research has indicated that success is context driven, that panaceas are inappropriate

and that knowledge systems at best provide solutions in evolution. Wensing and

Carlos (2009) tried to describe a teaching framework that they were developing to

support KSSD researchers and teachers in education for sustainability based ecology

of education. While a need for ecology in education may be apparent, there is an

equally important need for ecology of education. They argued that one cannot teach

ecology in education adequately without an appropriate ecology of education.

Rohweder and Virtanen (2009) carried out a study to find out how higher

education institutions could be proactive leaders in promoting societal changes for

sustainable development. In total, 30 researchers and teachers of Education for

Sustainable Development (ESD) from universities in the Baltic Sea Region

participated in developing a model on learning for sustainable development by

introducing educational cases and developing the important factors of ESD, based on

these cases, their own experience and theoretical knowledge. The critical factors of

ESD were analysed and categorised into contextual (integrative approach, time

perspective and spatiality), mental (value clarification, systemic thinking, critical

reflection and motivation building) and activity (partnership, cooperation,


communication and participation) related aspects. By using these critical factors in

higher education, teachers can ensure that the outcome of the learning process will

increase competences for sustainability. The development of the model was based on

a constructive research approach rarely used in pedagogical research. Therefore, the

study increased the understanding of participants about this qualitative research

tradition.

Stephen (2009) made a study on sustainable development concepts. The target

group were teacher educators at the secondary level. The objectives of the study were

i) to evaluate how far the existing teacher education curriculum reflects the concepts

of ESD ii) to assess the awareness of teacher educators and student teachers towards

the concept of ESD iii) to develop a relevant module on ESD to be incorporated in the

curriculum of teacher education . Major educational implications of the study were

i) The concepts of ESD can be developed by suitable learning experience and

projects

ii) It should have an integrated approach

iii) Contents related to various perspectives of ESD should be practical oriented

iv) The focus will be on learning in ESD rather than teaching or just imparting

information

Tuncer (2008) conducted a study aimed at investigating university student’s

perceptions on sustainable development and changing lifestyles and examines the

effect of gender and enrolment on environment related courses. The results revealed

that while there was a statistically significant mean difference between boys and girls

with respect to perceptions on sustainable development, there was no such difference

between students who enrolled in an environment related course and those who did

not.

Lipscombe, Burek et al. (2008) made a study to explore the extent and type of

extra-curricular ESD- activities in UK universities and to record opinions about the

utility of such activities. A postal questionnaire survey of all UK universities was

carried out. Extra-curricular ESD-related activities were found to be widespread and

in 31% of cases there were only a primary approach to ESD was seen. Respondent


opinions highlights the voluntary nature of extra-curricular activities and that can both

extend and limit the reach of ESD.

Beringer and Adombent (2008) examined sustainable university research and

development projects as part of the ‘greening the campus’ spectrum, yet distinct in

their precise and scientific orientation. Sustainable university projects sought

institutional transformation in strategic and systematic ways; they considered

universities as open, dynamic systems capable of learning and change. Within this

system, the two interlocking subsystems of academia and operations provide many

leverage points for development to become sustainable; when utilized together,

synergies for sustainability in higher education emergence may quicken whole-

systems transformation. Sustainable university research and development not only

describes and monitors such opportunities and processes of institutional

transformation, but directs institutional development toward a more sustainable

university.

Although children are regularly imparted environmental knowledge, this is

rarely transformed into concerned action, probably because it is not meaningful for

the learner and/or is highlighted at the expense of a personalized process of learning.

Research in education for sustainable development shows that apart from knowledge

acquisition feelings, psychological factors and active participation while learning are

important determinants of commitment. Fostering an attitude of responsible

environmental action is not dependent on what is delivered, but how it is delivered

and experienced.

Vanhear and Pace (2008) described the use of Vee Heuristics and concept

mapping as pedagogical tools within the context of primary school learning patterns.

It outlines illustrations of concept maps constructed before and after the learning

programme and discusses some implications of the findings. This paper suggested that

the use of Vee Heuristics and concept mapping along with an awareness of how the

child prefers to learn may be steps towards tapping-in the child’s internal conversation

so that educators can understand how each learner responds to incoming information.

Learning about environmental issues becomes socially relevant, meaningful and, in

the long run, conducive to improved environmental responsible behaviour.


Cotton et al. (2007) used an online questionnaire to explore lecturers’ views

on sustainable development and its contribution to the higher education curriculum.

The questionnaire focused on a variety of different disciplines about their views on

appropriate pedagogy for ESD, and gave insights into the potential opportunities and

barriers to the incorporation of ESD into higher education. The study showed a wide

range of understandings of sustainable development within the institution and a high

level of critical debate about the concept itself. A fairly high level of support for

sustainable development was expressed across all discipline areas and a wide range of

suggestions about appropriate pedagogies for ESD were raised.

Iyengar (2007) suggested that reorienting education for sustainable development

was a proposal that is useful, but needs consideration in each country differently. One

will have to consider whether ESD should become part of curriculum or it should be

taught separately.

Mwaura (2007) made a research on the awareness about sustainable

development among the faculty of education at Catholic University of Eastern Africa.

The target population was 81 students and 13 lectures. Questionnaire included

questions pertaining to four key concepts in teacher education in line with Education for

sustainable development; demonstration of ESD knowledge, community engagements,

relevance of research carried out and proposal of ESD relevant studies. The data revealed

that Catholic University of Eastern Africa (CUEA) offered ESD based studies as part

of its holistic approach to teacher mentoring. However, the studies offered that were

relevant to ESD were not comprehensive and mostly lecture based.

Mai (2007) offered a qualitative research to study the process of implementing

sustainable development into education at Lund University. A survey and few

interviews were among the students to assess the current attitudes towards

sustainability. Academic directors are interviewed to assess what the current

situations regarding the process of inclusion of sustainable development into

education.

Mike and Ann (2007) conducted a study on student teacher’s conceptions on

sustainable development. Concepts on sustainable development were elicited using a

questionnaire completed by three cohorts of postgraduate students starting a


secondary science teacher-training course (N = 123). Qualitative responses were

analysed in three ways: (i) development of categories to identify features of

sustainable development; (ii) study of individual responses for the presence or

absence of key features; and (iii) in contrast to these grounded approaches. Major

findings included, a substantial numbers recognised the importance of environmental

(72%), economic (53%) and social (31%) factors-but just 15% highlighted all three.

Corney (2006) carried out a qualitative study to identify the challenges faced

by Geography student teachers in their learning to teach education for sustainable

development in English secondary schools. The student teachers were participating in

a development and research study in the context of an established initial teacher

education programme consisting of contributions from school-based and university

partners. Data from a group of 19 post-graduate student teachers, from open

proformas and follow-up interviews, were analysed to identify what the student

teachers themselves saw as challenges. Three main areas of challenge were identified

and are discussed in depth, namely challenges related to the complexity of subject

matter, to teaching and learning approaches and strategies, and to differences between

student teachers’ beliefs about education for sustainable development and the context

for their teaching

Yang (2006) conducted a research to develop an effective and easy-to-use

ESD instrument to reveal teacher's beliefs about ESD. Quantitative research methods

and interview were used in this research. After analyzing relevant literature on ESD

and interviewing 16 Beijing geography teachers, it was found that the ESD beliefs

comprised two components namely sustainability values [VESD] and teaching beliefs

of ESD [TESD].The investigator prepared an VESD instrument with four dimensions.

These four dimensions were respect and care for the community of life; ecological

integrity; social and economic justice; democracy, nonviolence and peace. The

developed TESD instrument had three factors with good reliability and validity. These

three factors were namely: relevance to daily life, student's need in the future, and

integrated teaching.

Mani and Kumari (2005) prepared a project on Education for Sustainable

Development in Fragile areas. In this project about 20 eco-volunteers, were trained


along with 1000 teachers. An educational package on sacred groves, which gave

background and data sheets explaining both methodology and the information to be

gathered, was given to them to teach students. These teachers and students had also

been involved in eco club activities, analysing their syllabi and their text books and

had developed a lesson plan manual for themselves with chapters on water, soil, air,

flora, fauna and energy. It is after collection and analysis of data on the status of

sacred groves using standard but abridged methods that children exhibited their

findings through charts, posters, photographs, skits and radio programmes.

Ogunyemi (2005) examined sustainable development within the context of

issues originating from the UN's declaration of a Decade of Education for Sustainable

Development (ESD), 2005- 2014. Africa's style of response to the ESD challenge

could be gleaned from the New Partnership for Africa's Development (NEPAD).

Nigeria already had a National Conservation Education Strategy which predated

NEPAD and served as the launching-pad for ESD-related activities and strategies for

the development of suitable knowledge, values, skills and perspectives. The paper

recommended that the country will only make a success of its current efforts if there

is the political will to learn from past mistakes and borrow from best practices across

the universe.

Kudi and Klepre (2004) gave an insight into a yearlong ethnographic study of

teachers’ individual attitude and a professional activity toward sustainability that was

conducted in the framework of primary school teacher study program carried out in

Daugavpils University. Documents of the study program, participant observation,

group work, individual work and reflexivity statements about the most essential issues

of sustainable education served as the sources for data collection. Research showed

that orientation to sustainability is more characteristic for teachers’ individual attitude

than for their professional activity.

Jergensen (2003) conducted a study on the topic Education for Sustainability:

Developing a sustainable strategy for Zakolany School. Even though the importance

of formal education systems in relation to environmental and social problems are

increasingly emphasised in international agreements and conferences, the process of

implementation in schools seems to be very slow. One important aspect of Education


for Sustainable Development is the connection between schools and their local

environment. The purpose of study was to explore the potential in involving external

actors in the local educational system, in the primary school of Zakolany, a village in

the Czech Republic. The main findings of the study showed that there were possibilities

for village schools to find synergy between their quest for survival and the

implementation of Education for sustainability.

Summers and Kruger (2003) brought out a work about the nature of

sustainable development and education for sustainable development (ESD). It

described how nine primary school teachers translated a particular conceptualization

of ESD into classroom teaching and learning. The conceptualization which informed

the work was that set out in a report produced by the Panel for Education for

Sustainable Development, a working group which gave its advice on the introduction

of ESD in the revised National Curriculum for the year 2000. The findings were based

primarily on interviews with teachers and pupils, both before and after teaching.

Meena and Kalyani (1999) developed a Trainer’s manual on Education for

sustainable development for Centre for Environmental Education (CEE). This manual

was designed for the use of trainers in integrating sustainable development issues and

concerns in their training programmes. It can be used to provide an orientation to

sustainable development issues in a variety of training situations- teacher training,

training of NGO personnel, training of environmental educators etc. The manual

discusses a variety of issues including sustainable and unsustainable development,

population, biodiversity, agriculture, human health etc. The trainer may be chosen to

do a complete module using all the activities in the manual or may select specific

activities to fit into an ongoing training programme.


Sra (2012) conducted a research on the effect of teaching Environmental

Education on the environmental awareness and attitudes towards environment among

students after teaching the subject of Environmental Education at undergraduate level.

To test the difference in the environmental awareness and attitude towards

environment of the students after studying EE, a sample of 300 students was drawn

from five randomly selected colleges of Chandigarh. The sample of the students was


taken from the first year of the undergraduate class. Findings of the study showed that

Environmental awareness and attitude toward environment are correlated to each other.

The students who had higher environmental awareness had more favourable attitude

towards environment.

Andrejewski (2011) conducted a study to investigate the role of outdoor

school, a residential environmental education program, on ecological knowledge,

children's connection to nature, school belonging, outdoor play attitude,

environmental stewardship attitude, outdoor play behavior, and environmental

stewardship behavior, as reported by participants. A quasi-experimental research

design was used in the study. A total of 228 fifth grade students (156 treatment, 72

control) from central Pennsylvania were participated in the study. The results of the

study indicated that outdoor school was successful in achieving significant, positive

gains in the areas of ecological knowledge, connection to nature, outdoor play

behavior, and environmental stewardship behavior.

Hatami (2011) had an investigation on teachers' views about environmental

education issues in chemistry and biology textbooks in West Azerbaijan province of

Iran at high school level. This research has considered ten main ecological topics. The

obtained results show that the educational system of Iran has not paid enough

attention to ecological concepts in the textbooks. Therefore the findings of this

research suggested that the educational system of Iran should involve the ecological

concepts like pollution, ozone layer, the role of human and animals in the

environment, and other factors in chemistry and biology textbooks.

Singh (2011) investigated the attitude of Jammu University students on

environmental education. Sample of the study consisted of 180 university students

belonging to different faculties. An attitude scale was developed by the investigator

using Likert method. The study revealed that there were significant differences

between students belonging to sciences and social sciences group in their attitude

towards environmental education.

Choudary (2010) investigated the relationship between the awareness and

attitude of Environmental Education among B.Ed. College students. The data were

collected from 404 teacher trainees randomly selected from 6 B.Ed. colleges from


Government, Aided and Private colleges at Chennai city. Different types of statistical

techniques like ANOVA, Chi Square etc. were used for this study. The findings of the

study indicated that girls have high level of awareness and attitude

towards environmental education than the boys. Tamil medium students have high

level of awareness and attitude towards environmental education than the English

medium students.

Leah Naomi (2010) conducted a study to investigate what knowledge and

abilities are important for teaching environmental education. Data were collected

using a survey and semi-structured interviews. Results showed the importance of

outdoor experiences and the ability to engage learners in outdoor activities.

Interviewees' recommended to improve the preparation of educators included

introducing mandatory environmental education components in teacher education

curriculum.

Teksoz et al., (2010) aimed to determine level of pre-service chemistry

teachers’ environmental knowledge and their perceptions on environmental education.

This study was realized during the fall semester of 2006-2007 academic year with the

participation of 60 students enrolled in a five-year chemistry teacher education

program. The data collected by administration of Environmental Literacy Test and

Environmental Education Perception Survey were analyzed by descriptive statistics

and content analysis. The pre-service chemistry teachers strongly emphasized a

concern for the environment, development of awareness and sensitivity to the total

environment, and gaining social values to protect the natural resources through

teaching on environmental issues. The results also revealed that these participants had

favorable attitudes toward the environment and feelings of personal responsibility to

create a better environment. However, pre-service chemistry teachers did not have a

sound understanding of environmental issues. Although the participants had lack of

necessary subject matter knowledge, they were willing to integrate environmental

issues into their teaching practice. Thus, chemistry education students are potential

candidates as environmental educators and their education programs may be

strengthened in this respect


Julie et al. (2008) conducted a study on a unit recently introduced to the B.

Ed (Primary) award at an Australian university. Students were surveyed pre- and post-

instruction and the findings indicated that most participants felt more confident about

teaching environmental education. This was largely attributed to improved

pedagogical content knowledge and an appreciation of how to integrate environmental

education into the everyday learning of their students. The efficacy of this unit in

terms of the motivation and confidence of student teachers regarding environmental

education gives support to those who call for more specific environmental education

content in teacher education courses.

A survey was conducted by Katona et al. (2008) among 234 students between

the age of 13-17, searching for the answers what connections students have with the

media and whether and to what extent they are reached by the thematic channels and

television programmes related to the environment and nature. It is argued that to

discuss the issues raised by the results of the survey, a module dealing with

environmental protection and nature conservation based on the application of different

elements of media should be created for Hungarian schools.

Meena and Ramjee (2007) edited a School Energy Education Guide for Centre

for Environmental Education (CEE). This energy education manual was focused on

energy and environmental concerns. Teachers face an enormous challenge in

integrating energy education and environmental education into the classroom. This

guide was an attempt to fill this void by providing materials to enhance energy

education specifically from an Indian perspective and with focus on the Indian school

situation. Activities in this guide were organized to help the teacher to discuss data

and information through a series of activities, which portrayed energy challenges and

dilemmas facing India and the world.

Ravindranadh (2007) reported on the need and importance of environmental

education in India. Though various efforts have been made to reorganize and reorient

school curriculum, the efforts of these curriculum revision will not be sustained if

they are not coupled with appropriate changes in teacher education curricula,

especially in the relevance of UNDESD.


Kumar and Patil (2007) conducted a study on the impact of environmental

education course on the post graduate student’s attitude towards environmental

pollution. The sample for the study comprised of 120 students studying in post

graduation departments of Karnataka University. The tools used were Environmental

Pollution attitude scale and personal data sheet. The study revealed that students with

environmental education background had better environmental attitude and found that

there was no significant difference between male and female students in their attitude

towards environmental pollution and related issues.

Ernesto (2004) conducted a study to evaluate the awareness, knowledge and

attitude (AKA) of environmental specialists, high school instructors, high school

students, and the parents of the corresponding students towards environmental

education. A tool was prepared to measure the groups' levels of awareness,

knowledge, and attitude as well as their levels of self-efficacy. This study found

statistically significant differences among the groups regarding the levels of

awareness, knowledge, attitude towards environmental education.

Lalchharliani (2005) conducted a study to find out the level of environmental

pollution awareness and the attitude towards environmental education among the

college students in Aizawl district. The population of the study comprised of all the

first to third year degree course students, total 600, studying in Arts, Science and

Commerce streams in different colleges in Aizawl district. The study revealed that the

environmental pollution awareness level of students was good and the attitude

towards environmental education of college students was found to satisfactory.

Pardiwala (2005) revealed that the much needed relation between people and

nature cannot be taught through text book within the four walls of a classroom.

Human beings must be taught the art of living environmentally sustainable lives right

from their childhood.

Ko and Lee (2003) conducted a study of Hong Kong secondary school

Integrated Science teachers' perceptions of environmental education. Both

questionnaire and interviews were used. Teachers were classified according to their

scores of attitudes, perceived barriers, and current emphasis on teaching

environmental education. This study found that Integrated Science teachers' attitudes


toward environmental education, skills of teaching environmental education, beliefs

in the relevance of Integrated Science to environmental education, and intentions of

teaching environmental education in Integrated Science classes were associated with

their actual ways of teaching environmental education. Teachers intended to teach

more environmental education if they held more favorable attitudes toward

environmental education, had more skills of teaching environmental education,

believed more in the relevance of Integrated Science to environmental education, and

would actually want to teach more environmental education in Integrated Science

classes if there were fewer constraints. Moreover, variations in the teaching of

environmental education were reflected by teachers' emphasis on teaching

environmental education, and their use of a variety of teaching methods and their

regular practices for extracurricular activities on environmental education.

Hicks (1994) carried out a study on the effects of environmental action

oriented lessons on environmental knowledge, attitude and behaviour of high school

students. The study revealed several educational implications. Action oriented lessons

should be taught for greater period of time. Education willing to test student’s

knowledge of subject, as diverse as EE, should plan tests to be specific rather than

general in nature.

Euler (1989) conducted a comparative study on the effectiveness of a formal

versus non-formal EE programme for male and female 6th grade students’

environmental knowledge and attitude. A two way – ANOVA was used to show that

the experimental group showed significant gains over the control group with respect

to knowledge and environmental attitude.

Deopuria (1984) contributed a comparative study of teaching science through

environmental approach and traditional approach in schools of Madhya Pradesh, and

also to compare the environmental awareness and attitude of students when taught by

the above methods. The study revealed that the students of experimental group of

classes V, VIII, IX, X had higher achievement scores due to teaching of science

through environmental approach and showed greater cognitive gain in knowledge,

understanding and application of science concepts related to EE at primary, middle

and secondary school levels.


Manuel (1981) analysed the textbooks in Environmental Studies of NCERT

and some state systems from the point of view of components that might facilitate or

prevent genuine environmental approach. He also analysed some useful EE models in

India and abroad and other relevant materials from the point of view of developing a

functional theory of EE. The study reveals that a very few genuine EE type activities

seemed to be undertaken in the primary schools.

Pai (1981) prepared and conducted a try out of curriculum in environmental

studies for college students to help them acquire an awareness of environment and the

interrelationships, interaction and interdependence existing between biological and

physical aspects of the total environment and its allied problem. The study also

intended to help students acquire positive attitude and ecological values towards the

need for better environment. The data were collected using the environmental

achievement test, environmental attitude inventory and environmental activities

inventory. The study revealed that there was significant difference in the performance

of the experimental group as compared with control group on knowledge scores and

attitude scores.


Environment

Kaur (2012) conducted a study to give information about the level of

environmental awareness of B.Ed students in Patiala district of Punjab (India). Data

was collected with self made questionnaire from 100 B.Ed. students. The findings

showed that B.Ed students possess fairly good level of environmental awareness. The

study concluded that there was no gap exist between the environmental awareness of

students when distributed gender wise and subject wise. It is suggested that

curriculum of B.Ed should be re-organized to meet the challenges.

Pillai (2012) made a study on the environmental awareness of Higher

Secondary School students in Cuddalore District, Tamil Nadu, India. The result

revealed that male and female students, rural and urban area students, arts and science

students had significant difference with respect to their environmental awareness.

Sarmah and Mohanty (2012) examined the perception of secondary school

students towards environment and sustainable development. The study attempted to


determine their ‘perception’ in a quantitative way through an Attitude Scale. It offers

a general idea on the fact how today’s pupil of secondary level think and perceive

about environment and sustainable development.

Sarjou (2012) made a study on the attitudes towards science and technology,

school science and environmental issues among the middle school students. The

population included all 3rd grade students in Isfahan and a total number of 250

students (120 female and 130 male) through stratified random sampling method.

Research instrument was the Persian translation of the Relevance of Science

Education (ROSE) Questionnaire. For data analysis, descriptive statistics and one

sample t-test and independent t-test were used. Results indicated that there was a

positive attitude towards science and technology. However, there was not a positive

attitude towards some items of these components. The results also showed that in

three components of the study, only there is a meaningful difference between males

and females points of views in attitude towards environmental issues. According to

this result, males have higher averages than females. The results of this research

provide important information about Iranian students’ attitude towards science and

could be used by science educators to development of science curricula and science

text books.

Sivakumar (2012) investigated the environmental awareness of high school

students, related to their sex (boys/girls), locality (rural/urban) and types of schools

(govt./private). The study was conducted in Davangere district of Karnataka. The

sample of the study comprised of 1440 students from standard ix in both urban and

rural areas and different types of schools by stratified random sampling. Tool used for

the study was environmental awareness ability measure prepared by Praveen Kumar

Jha, 1998. The data were analysed by using mean, s d, ‘t’ test techniques and two way

ANOVA. The study revealed that, gender and locality have interaction effect on

environmental awareness.

Singhal and Verma (2012) conducted a study to measure environmental

awareness by a standard tool in higher secondary students of Jabalpur, Madhya

Pradesh. Level of environmental awareness was found to be high in most students of

different disciplines without gender difference. The students of humanities showed


minimum awareness; biology and mathematics students showed the maximum

environmental awareness. The students of Central Board had better awareness than

those of State Board.

Astalin (2011) tried to find the environmental awareness among higher

secondary students and some educational factors affecting them. For collecting data

the tool “Paryavaran Jagrukata Prashnavali" constructed by investigator was used and

Post Hoc Tests, F-test and t-ratio test were used for analysis of data. Major findings of

this study: (1) the students of 11th and 12th standard were identical as for as their

environmental awareness was concerned. (2) Science stream students had more

environmental awareness in comparison to arts stream students. (3) The CBSE

students had more environmental awareness in comparison to State Board students.

(4) The male students had more environmental awareness in comparison to female

students.

Kose, et al. (2011) tried to explore undergraduate students’ attitudes towards

environment at the end of the course material “Environment, Human, and Society”.

To achieve this aim, environmental attitudes of university students were examined

according to the gender and faculty type factors. The research was applied at

Pamukkale University in School of Foreign Languages during the spring term of

2008-2009. A questionnaire consisting of 2 parts titled ‘personal information’ and

‘measuring attitude towards environment’ was utilized as the means of collecting

data. It was concluded that undergraduate students had positive attitudes toward the

environment as regard to their gender and faculty types. It also made clear that female

students were more sensitive toward environment than male students.

Lahiri (2011) conducted a study on teacher trainees to assess the relationship

of responsible environmental behavior (REB) with environmental attitude (EA) and

scientific attitude (SA). Descriptive survey research was used to collect data from 300

pupil teachers of four Teachers’ training institute affiliated to University of Calcutta,

India. Data is subjected to descriptive statistics, t-test, F-test as well as coefficient of

correlation. The result showed that there was a low correlation between EA and REB

of pupil teachers but a significant correlation existed between REB and SA. The study

suggested to redesign the activities involved in teachers’ training courses.


Hasrina and Ronzi (2011) looked into the effectiveness of a campaign at the

University Sains Malaysia for a compulsory ban on disposable plastics. Although

there was high awareness of the ‘Say No to Plastic Bags’ campaign, and moderate

compliance on campus, whether a compulsory approach would maintain the desired

behaviours off campus and over time. They surveyed a sample of 300 first year

students and conducted in depth interviews after two years with eight students who

were involved in the earlier survey. The impacts of the campaign were moderate

based on the level of knowledge, attitude and practice of the students. The

compulsory approach caused a minimal level of cognitive dissonance, inconsistent

practice outside the campus and the possibility of discontinuation of practice in the

long run, but the differences were not significant. Based on the follow up interviews,

the study concluded that knowledge alone is insufficient to motivate long-term

behaviours. More important to maintain behavior change is a strong positive attitude

towards the issue and continuous support from family and friends.

Nadaf (2011) conducted a detailed study to analyse the independent and

demographic combined effects of variables viz., personality factors, self-concept and

study habits on academic achievement in Environmental Science. The sample of the

study encompassed 214 B.Ed., male teacher trainees selected randomly from

Karnatak University jurisdiction. The study revealed that, i) The B.Ed., male teacher

trainees with extroversion personality factor are more prone to environmental

awareness than others with introversion personality factor.

Kumar and Malti (2011) conducted a study to examine the environmental

awareness of senior secondary school students in relation to sex, locale and type of

management of school. For this purpose, 800 students of class 11were taken from the

Govt. Aided and Private schools recognized by State Board and CBSE in the Meerut

province. Environmental Awareness Ability Measure (EAAM) was used to measure

environmental awareness of students. The study highlighted that in total, there was an

influence of type of school, sex, and locale on the level of student’s environmental

awareness.

Shivakumar and Vamadevappa (2011) conducted a study to identify the

environmental attitude among the secondary level students and the relationship of the


environmental attitude among the Boys and Girls, Urban and Rural, Government and

Private secondary school students of Davangere District. The sample of the study

consisted of 1440 students of standard IX studying in urban and rural areas and in

different types of schools selected by stratified random sampling. The tool for the

study was Taj Environmental Attitude Scale prepared by Haseen Taj in 2001. The

data were analysed using Mean, S D, 't' test and Two Way ANOVA. The results of the

study revealed that, 1) Gender does not play any role on Environmental attitude.

2) The students who belong to urban background are comparatively better in terms of

their environmental attitude as compared to the students belonging to rural

background. 3) The students of private schools have more favourable environmental

attitude than the students of government schools. 4) Gender and locality have

interaction effect on Environmental Attitude of the secondary school students.

5) Gender and types of secondary schools do not have any interactional effect on

Environmental Attitude of the secondary school students. 6) Locality and types of

schools have interaction effect on Environmental Attitude of the secondary school

students.

Yildiz (2011) carried out a study to identify the awareness and sensibility

levels of campus people about environmental problems in Erzurum, Turkey. A

standard questionnaire was used for data collection from 350 volunteers and the data

obtained were evaluated with Chisquare (Ψ2) test. Environmental sensibility of the

campus population was found to be 64.4% and the relationships between the

sensibility and education levels, age, sex and income groups were investigated.

Aminrad (2010) evaluated the awareness and attitude of a group of 541 Iranian

students from 14 Malaysian universities. Stratified Random sampling technique was

used for data collection. The results revealed that environmental awareness of the

students was moderate while environmental attitude was high. The study also found

that there was no significant difference between groups of students based on gender

while environmental awareness results indicated that there were significant difference

among different levels of education. It was also found that the media positively

affected the level of environmental awareness and attitude of students. The study

concluded that increase on age and level of education would improve the level of

awareness and attitude towards environmental issues


Arumugarajan (2010) carried out a study to find out the level of environmental

awareness of class IX students in Tuticorin area. The investigator found that the

students had some but equal level of awareness and warned that mankind would

perish if the protection of environment does not become an integral part of all

development programmes.

Ekambaram and Nagaraja (2010) conducted a study to analysis the level of

environmental awareness of prospective teachers. The sample of the study consisted

of 200 B.Ed students from Tirupati College in Chittoor district of Andhra Pradesh.

The study showed that the level of environmental awareness differs among science

and non-science teachers with science teachers having a higher level of environmental

awareness.

Aydin and Cepni (2010) carried out a research on the attitudes of university

students towards environmental problems. The study group of the research were 931

students who attended Karabuk University in 200- 2010 Academic year. Survey

method was used in that study and the ‘The Attitude Scale of Environmental

Problems’ was the tool used. Beside descriptive statistics, t-test and one way analysis

of variance (ANOVA) were used in the analysis of data. The study found that,

university students have positive attitudes towards environmental problems. In

addition, the attitudes of university students towards environmental issues showed a

significant difference based on gender and school type; but it didn’t show any

difference according to the grade level.

Larijani (2010) made a study on the environmental awareness of higher

primary school teachers of Mysore City in India. A total number of 300 teachers (136

male and 164 female) teaching in 6th and 7th standards were randomly selected for

the study. The environmental awareness test was employed to assess the level of

environmental awareness (EAW) among the teachers. Chi-square test and

contingency table analysis were applied to find out the significance of difference

between the teachers with respect to their gender, age and type of school

management. The study revealed that on the whole, majority of the teachers had

moderate levels of environmental awareness. Female teachers had significantly higher

levels of environmental awareness as compared to the male teachers. An analysis


based on age revealed that teachers with 31-50 years had higher levels of

environmental awareness and lastly, teachers working in private schools found to

have significantly higher environmental awareness than teachers working in

government schools.

Oguz (2010) conducted a study on environmental sensitivity and awareness of

first and fourth year undergraduate students of landscape architecture, town and

regional planning and environmental engineering. Survey method was used for data

collection. Research findings showed that even though students take many courses on

environmental issues, their environmental awareness and environmentally responsible

behaviors are lower than expected. It is concluded that environmental knowledge do

not always influence environmental awareness and behavioral intentions. A national

strategy is needed for environmental education in higher education, and current

curricula should be restructured in terms of effectiveness.

Sarojini (2010) conducted a study to find out the degree of environmental

awareness among school students. A sample of 542 students studying in IX standard

in different types of schools in Chennai and Kanchipuram districts were identified for

the study. The study revealed that the level of environmental awareness among school

students is moderate, with urban students having higher level of environmental

awareness than rural students. There is no significant difference in environmental

awareness when sex and medium of instruction were considered.

Dixit and Aggarwal (2009) carried out a research on the environmental

awareness of prospective elementary teachers in relation to their gender, habitat and

caste. Stratified random sampling was done for the selection of the sample. A

questionnaire was prepared by the researcher to find out the level of environmental

awareness. To achieve the objectives of the study, the data collected were tabulated

and mean, standard deviation and ‘t’ values were calculated with help of SPSS. On

the basis of analysis of data it can be said that the environmental awareness of

prospective elementary teachers is in a positive direction.

Qablan and Jamal (2009) investigated the attitudes and classroom practices of

environmental science faculty members in Jordanian universities. Mixed data

collection methodology was employed to collect data in this study. In addition to the


developed survey, several participants’ interviews and classroom observations were

conducted with selected participants. The results of this study indicated that

environmental science faculty showed a moderate level of attitudes toward ESD.

Although they demonstrated a priority for pedagogical approaches that were contrary

to the basic tenets of indoctrination, they used teaching practices that hinged on

indoctrination. The study suggested following several safeguards practices against

indoctrination when adopting a committed approach to ESD. Another suggestion was

for universities to offer special training courses and workshops for faculty members to

enhance their pedagogical knowledge. In addition, the study suggested that

universities encourage building learning communities between faculty members to

advance their awareness, attitudes, and pedagogical knowledge that relate to ESD.

Uzunboylu, et al. (2009) conducted a study on using mobile learning to

increase environmental awareness. This study investigated the use of integrating

mobile technologies, data services and multimedia messaging system to increase

student’s use of mobile technologies and to develop environmental awareness.

Students voluntarily participated in a six week programme using mobile telephones

and data was collected using ‘usefulness of mobile learning systes’ questionnaire.

Bhuveneswaralakshmi and Sailaja (2007) conducted a study to find out the

environmental attitude of prospective secondary school teachers. From this study they

inferred that sex and social status of prospective secondary school teachers did not

effect their attitude towards environment. But they differ in their levels of attitude

towards environment.

Shobeiri and Omidv (2007) investigated secondary school students'

environmental awareness in India and Iran. Nine hundred and ninety-one students

were selected through the stratified random sampling technique from 103 secondary

schools of Mysore city (India) and Tehran city (Iran). Subjects consisted of 476 boys

and 515 girls. They were assessed using the Environment Awareness Ability Measure

(EAAM). Results indicated that there are significant differences between Indian and

Iranian students in their level of environmental awareness. Also there were significant

differences between them in environmental awareness across and within two groups

with regard to their gender. Also type of school management (Government and


private) is a factor, which can affect student’s environmental awareness in both

countries.

Amarant (2006) conducted a study to find out elementary students knowledge

about the environment, their attitudes towards helping the environment and what they

actually have done to help the environment. Analysis of the data showed that grade-4

students at the elementary school level had a higher commitment to the environment

than grade-5 students and gifted students had more knowledge than regular students.

Rout and Agarwal (2006) investigated the environmental awareness and

environmental attitude of high school students. Normative survey research was

carried out on a sample of 96 students. The researcher used self developed tools to

measure the environmental attitude of the students. Analysis of the data revealed that

the female students from science stream have more environmental awareness and

environmental attitude than that of male students of science stream.

Verma (2006) conducted a study to find out the effect of discipline,

qualification and their various interaction on the awareness of and attitude towards

environmental pollution problem among pre-service, in-service and teacher educators.

For collecting data Environmental Pollution Attitude Scale and an Environmental

Pollution Awareness test were used by the investigator. The study observed that there was

a positive and significant relationship between awareness and attitude towards

environmental pollution problems when pre- service, in-service teachers and teacher

educators were examined.

Sengupta (2005) carried out an investigation to find out the environmental

awareness of the environmentally active and passive students with regard to

motivation and academic performance. High school students were selected as the

target population, as many schools organize environmental awareness programme

which have direct influence on the behavour and attitude of students. The study

revealed that environmental awareness may not always lead to environmental action,

the relationship between the two is week.

Morgil, Arda et al. (2004), explored the degree to which computer-assisted

education influences the environmental knowledge and awareness of university

students was investigated. In this way, individual and student-centered learning in


environmental studies is encouraged, and the students’ success and knowledge are

subsequently increased. This methodology is important for the students who are going

to become teachers of chemistry and will make contributions to environmental

education. In this study, an environmental knowledge test using 35 questions and an

environmental awareness scale of 13 questions were applied as a pre-test to 88 students.

Following the pre-test, the students worked for15 hours per week in an Internet class,

in which they intensively applied computer-assisted methods for 2 weeks. The

environmental knowledge test and the awareness scale, which were taken as pre-test

modules, were applied again as a post-test and the results were compared. It was

determined that after the computer-assisted instruction, students’ environmental

knowledge and awareness were increased, but the power of environmental awareness to

describe the level of success is decreased.

Bhattacharya (1997) conducted a study on environmental awareness among

higher secondary students of science and non-science streams. Sample of the study

consisted of 118 male and 82 female students. The study revealed that students who

belong to the science discipline were comparatively better in terms of their

environmental awareness as compared to non-science students. Formation of attitude

towards any issue or object may not depend upon the nature of discipline and the

formal instructional situation as well as the curriculum situation.

Patel and Patel (1995) conducted an investigation into the environmental

awareness and its enhancement in the secondary school teachers. They also

determined various aspects of EE interwoven in textbooks of social studies and

science at secondary level and implemented an environmental awareness programme

(EAP) to enhance the environmental awareness of secondary school teachers. The

study concluded that EAP had its very high effect in raising environmental awareness

of teacher. The experience of teacher did not play an important role on the

environmental awareness.

Chin-Chi-Chin (1994) brought out a study to investigate knowledge, attitude,

verbal commitment and actual commitment of secondary school students and pre and

in service teachers in relation to environmental issues in Taiwan. The study revealed

that students in rural junior high schools appear to have the lowest level of


environmental knowledge, environmental attitude, awareness of environmental

problems and verbal commitment .Pre service and in service teachers were not aware

of environmental problems but in service teachers expressed more commitment to the

environment than all others.

Fong and Ting-Ya (1994) investigated environmental awareness of elementary

school students and their parents in Taiwan. Survey research was employed with

descriptive and correlation technique in the data analysis. A questionnaire containing

demographic information, environmental awareness and environmental actions was

also used. This study suggested that parent’s ‘educational level’ made significant

difference on student’s and parent’s environmental awareness and environmental

action. The study emphasized that education is the means to solve many

environmental problems.

Prahraj (1991) explored the level of environmental knowledge, attitude and its

perception among 416 pre service and 302 in-service secondary school teachers in

Puri District. The pre-service teachers distinctly had poor knowledge of the

environment, while the in-service teachers moderately knew about it.

Shahanwaj (1990) worked on the environmental awareness and attitudes of

secondary and higher secondary school teachers and students at Udaipur. He found a

very high level of awareness among the students and teachers of urban sector than that

of rural sector.

Rajput and Gupta (1988) conducted a study of the environmental awareness

among children of rural and urban schools and non formal education centres. They

intended to suggest means for developing environment based curriculum for

universalisation of elementary education. The study revealed that (a) the difference

between formal rural and formal urban on environmental awareness was significant

and in favour of formal rural. (b) the difference between nonformal rural and formal

rural was also significant on environmental awareness and in favour of NFR. (c) the

difference between NFR and FR on environmental awareness was not significant .

Rajput et al. (1980) conducted a research on environmental approach of

teaching at primary level to study the existing awareness towards the scientific and

social environment in children and to identify the available community resources that


can be gainfully utilized for teaching. The findings of the study were that only one of

the four groups was significantly different on environmental awareness at pre test

stage where as at the post test stage, the experimental groups overshadowed the

control group.

3.4 Studies related to Learning Packages

Madanakumar (2012) conducted a study to find out the effectiveness of

electronic media based instructional strategy to create environmental awareness

among the secondary school pupils of Kerala. The study was designed with strategies

of teaching as independent variable and scores of the test of environmental awareness

and environmental ethics as dependent variables. The electronic media based

instruction lesson plans, standardized environmental ethics scale and the present

activity oriented lessons plans were used for collection of data. The findings of the

study revealed that electronic media based instruction is more effective than the

present method of teaching to develop environmental awareness among the the

secondary school pupils.

Abbas (2011) developed and tested the effectiveness of Meta cognitive

integrated multimedia science learning package on achievement in Chemistry and

metacognitive ability. The first phase of the study was aimed at finding out the

existing level of metacognitive awareness of secondary school students and meta

cognitive teaching competency of their teachers. The findings of the study revealed

that the prepared learning package is effective in enhancing achievement in

Chemistry, meta cognitive ability, self efficacy, scientific creativity, social skills, and

retention capacity and as well as in reducing academic anxiety of students.

Ali, et al. (2010) conducted a study to explore the impact of modular teaching

on the achievements of students. The study was experimental in nature with

equivalent group study design. The collected data of both groups were analyzed and

interpreted using mean, standard deviation and t-test, and conclusions were drawn

based on this data. The results of the study were in the favor of modular teaching

approach because experimental group scored more than the control group in the

achievement test. Therefore, it is suggested that this approach should be widely

applied in conventional classroom at various levels of education.


Anu (2010) conducted a study to focus on the development of an emotional

intelligence enhancement package for primary school students with reference to

emotional competencies. As a prelude to the experiment, the investigator analysed the

level of emotional intelligence of primary school students through a survey using a

standardized emotional intelligence test (EIT). The effectiveness of the developed

Emotional Intelligence Enhancement Package (EIEP) was assessed through EIT. The

results of the experiment revealed that EIEP can be effectively used for raising the

emotional intelligence of upper primary school students.

Gopinath (2009) developed a Plan of Action for Environmental Education

through learning of Geography in secondary schools. The study was experimental in

nature and was conducted on a sample of 322 secondary school students. The plan of

Action for Environmental Education developed by the investigator was found to be

effective and superior than the existing method of teaching for the whole sample and

sub samples based on sex, school locale and medium of instruction.

Sidhu and Ramesh (2006) presented a paper on the development of effective

multimedia learning packages (MLP) used by students. These packages developed

using Integrated Development Environments (IDEs) such as C, C++ and Java were

difficult and, could give rise to a number of design and development problems. On the

other hand, the use of authoring tools such as Director MXTM, Authorware MXTM

and Flash MXTM requires one to have a comprehensive knowledge on the

capabilities of such tools under different conditions. This paper addressed the design

and implementation issues pertaining to the development of multimedia learning

packages with particular emphasis on engineering. A problem-solving model was

adopted and was found to be effective in designing the packages using various

authoring tools that allow users to visualize a problem prior to solving it.

Scoullos and Alampei (2004) prepared a material to facilitate the educator’s

work in the closely related fields of environmental education or education for

environment and sustainability or education for sustainable development and it was

designed mainly for secondary school students. The material aimed at the

development of problem solving and decision making skills, in order to stimulate the


responsible behavior of the students, and their ability to undertake action in favour of

the environment and natural resources

Archana (1999) prepared an activity booklet in collaboration with CEE on

solid waste management. This booklet is divided into modules. One basic concept of

solid waste management is described in each module. Each module has i) Background

information for the teacher to understand the concept. ii) Few activities designed to

aid the teacher to communicate the concept. iii) Questions, tables, suggested

statements, figures and posters that can be used to help children carried out the

activity.

Patel (1995) conducted a study to investigate the environmental awareness of

secondary students in the context of IQ and Sex, and also to examine the effect of the

environmental study multimedia package on environmental awareness of secondary

school students. The study revealed that students with high IQ had increased

environmental awareness; the environmental awareness multimedia package was

more effective than the traditional lecture method.

Singh (1995) conducted a study to develop and try out a video instructional

package for creating environmental awareness among secondary school children in

Gujarat, Rajastan and Uttar Pradesh. In order to collect data, one video instructional

film of 45 minutes on ‘environmental crisis’, a booklet of 20 pages on ‘environmental

pollution- a danger for man’s existence’, four criticism tests, opinionnaire and a rating

scale for experts were developed by the investigator. The developed video

instructional package was found significantly effective for the students of standards

VII and VIII.

Soniat and Lyle (1993) carried out an evaluation study of the effect of

instructional videos and simulation gaming activities in environmental science

curriculum on knowledge and attitudes. This study evaluated a modular

environmental service curriculum entitled ‘Wild Louisiana’ which attempts to address

the short comings of the predominant curricula. The result of the study suggest that:

Wild Louisiana ‘infusion materials can be more effective in increasing student’s

environmental knowledge. Students in the video only group and students in the


activities with video group had significantly higher knowledge scores than that of

lecture group.

Weiss and Roshfield (1975) developed and assessed a self instructional EE

programme for elementary teachers. A self EE package was developed for elementary

school teachers and reviewed by a panel of experts. The final package contained eight

modules dealing with basic concepts and principles of ecology. Teachers who were

taught with EE package were found to be more knowledgeable about the environment

than the control group. The self instructional package was effective in helping

teachers to learn environmental concepts and principles to learn at their own pace.

3.5 Conclusion

The investigator reviewed about 98 studies. Among them, 26 studies were

carried out in relation to Education for Sustainable Development; 21 studies were

related to Environmental Education, 39 studies related to Environmental Awareness

and Attitude towards Environment and 12 studies belong to the area of Learning

package.

The review of related studies reveals that majority of the studies are related to

the variables environmental awareness and attitude towards environment. Moreover it

shows that very few studies have been conducted in relation to learning package and

education for sustainable development and hence the relevance of the study at hand.

The investigator, hopes that, she is amply rewarded in the selection of the topic which

is seldom attempted in the Indian context. As already pointed out in the introductory

chapter, teachers dealing the subject are very conscious of this burning issue, the

plight of the researcher seems worthy and relevant in the Kerala scenario too.