CHAPTER I1

REVIEW OF RELATED LITERATURE

Chapter Preview

Introduction

General Literature Related to Total Environmental Education

Environnren t: Its Protection and Conservation

Studies on Environmental Education

Environmental Education Initiatives in India and some Asian countreis

Environment-lin ked curriculum

Out-of-Classroom Activities as Learning Experience

Unique Roll of Botanic Gardens in Conserving the Environment

Roll of Botanic Gardens and Environmental Education

Environmental Appraoch to Learning Biology

Summary of the Literature Review

References

CHAPTEIX I1

REVIEW OF RELATED LITERATURE

2.1.0 Chapter Preview

Understandably there has been a significant quantum of research work done

in the disciplinc of education and related issues, but comparatively research attempts

are less on the educational potential of the environment - natural and built-in.

Within these limitations, this chapter makes a humble attempt to present a brief

review of the existing relevant literature on the status of environmental education

in the international, national and Kerala based research studies in the primary-and

secondary -schools. This chapter also reveals the studies related to the role of

botanic gardens in Environmental Education in the universities and schools all over

the world. The chapter is closed with the major outcomes of the review which

converge towards the need and relevance of the present research attempt.

2.1.1 Introduction

The emergence of the conservation of the environment along with the

developmental activities poses a serious challenge to the policy makers as well as

the common man. I t is now generally recognised that knowledge is the first step

towards protection of the environment and so attempts are made to explore ways

to sensitise our young, citizens about our environment. Several programmes to

develop a sense of responsibility and solidarity which will guarantee the conservation

and improvement of the environment, wcre undertaken especially in developed

countries. In the developing and third world countries such programmes are

comparatively limited for want of sufficient environmen t-related research studies.

The investigator likes to review the literature and studies with a veiw to ascertaining

whether environmental education in study would be a base for the research in

environmental problems that India in facing today. Anothcr major bottleneck as far

as the biodiversity conservation is concernetl, is the lack of coherent programmes

to extend the teaching and learning activities into immediate environment of the

pupils beyond the classroom. Most of the studies throughout the wor1,d are mainly

concentrated on botanic gardens, parks and zoos but they are very few in India.

Not withstanding t hesc limitations, some appreciable quantum of reference materials

were collected as a support for the present research programme.

The environmental / ecological education includes different aspects such as:

(1) Environmental hazards

(2) Need for conservation

(3) Role of education in conservation:

(4) Target group and strategies for implementation of environmental

education

( 5 ) Conservation of biodiversity

(6) Measures for conservation of biodiversity

(7) Role of out of school activities in conservation

(8) Role of botanical gardens i n conservation and environmental

education.

The investigator is concentrating in this literature review on those aspects

of environmental education which are directly relevant and necessary for the present

research programme. These areas / aspects are

(i) General literature related to total environmental education.

(ii) Out of school approach: The present status pertaining to primary,

secondary and tertiiiry levels.

(iii) Environmental education related to biodiversity with special reference

to Botany

(iv) Environmental education related to the role of botanic gardens with

special focus on schools.

2.2.0 General literature related to total environmental education

Meaning of the term environment is very wide in the sense that it is taken

into account of all those factors which directly or indirectly have a bearing upon

the natural surroundings of human beings. Thc Encyclopaedia Britanica defines

environment as "the entire range of external influence acting on an organism, both

the physical and biological i.e. other organisms, forces of nature surrounding an

individual"

In a strict and natural cause effect interrelationship the biotic constituents

are linked and balanced through the resource system of the environment. In this

framework of relationships, the environment - ecosystem conceptual linkage could

be traced back in the classical economic literature when Smith (1776) observed

'the origin of all wealth came from the bossom of the earth and that there is a

limit to every barrel'. Here Adam Smith's reference to 'bossom of the earth' is

nothing but, the direct / original beginning of ecological / environmental re1 ationships.

As we further enquire into the realms of deterioration of the environment,

we come across the link between pesticides and crop improvement.

Aganval (1999) reports that the tremendous advancement of industrialization

resulted into economic development had also continuously degraded the human

environment. Further, urbanization, over-population and poverty also intensified the

problem.

In the present age human activities exert enormous influence on the natural

conditions of the entire planet. Changes in the flora and fauna of land areas are

particularly pronounced. (Bawa and Singh 1987). It is seen that even though the

activities of modern man have altered the natural environment of our planet, these

changes usually represent a sum total of local influences on the environmental

process. It is not as a result of changes by man of global natural process that they

acquire a global character, but rather because of local or regional influences are

disseminated over large areas.

Problems arising from the pollution of human environment were not realized

earlier and therefore attention was not paid to make rules and regulations in this

regard. The United Nations in the first two decades had been painfully slow in

dealing this topic.

The United Nations convened a major Inter-governmental Conference on

'The Human Environment' at Stockholm in June 1972. It was undoubtedly the

most important event of an international character and to a great extent international

issues and concerns about our environment were discussed, reviewed and analysed.

The conference undoubtedly raised the environmental consciousness of the world

and sensitized public opinion. (Biswas & Biswas, 1987). The various environmental

issues were discussed undcr three broad categories: interrelationship between people,

resources, environment and development; rational use of natural resources and new

patterns of development and lifestyles. Thus a realisation came that the man's

future on this earth is bleak if he does not use natural resources rationally and

does not take immediate steps to repair the damage already done to ecosystem.

2.2.1 Environment : Its Protection and Conservation

The world's first recorded conservation measures were enacted in India

during the third century BC in the days of Emperor Ashoka, whose benevolence

extended to all living beings. His edicts on stone, on nature conservation, survive

even today. Thus, the Indian tradition of love, respect and reverence for nature

goes back to time immemorial. Ishopanishad over 2(H)O years ago which says 'This

Universe is ihe creation of supreme power meant for the benefit of all his creation'.

Each individual life form must therefore, learn to enjoy its benefits by forming a

part of the system in close relation with other species. Let not any one species

encroach upon other's rights. Gadgil (1982) wrote that even at this time certain

trees were regarded as sacred and never cut. Certain areas under forest were

regarded as God's grooves and deadwood and leaves were taken out from these

areas. Thus, since time immemorial environmental protection was a religious duty

in India. Even today some such areas in their natural condition are found (like

Surpakavu in Kerala) in different parts of the country though their condition is

rapidly worsening.

Kumar (2000) observes that there is now an acceptance of the idea of the

oneness of survival of animal and plant life. The hoary tradition of our country in

conservation continues even today and we have the inspiring example of the bishnoi

community in Rajasthan, Haryana and Uttar Pradesh, dedicated to protecting our

trees and wild animals.

Why is it important to save wilderness areas? Kaufman (1979) states several

salient reasons that have been promulgated by various national and state conservation

organizations. They include the following:

(i) To do ecological research.

(ii) To preserve endangered species of plants and animals.

(iii) To maintain the gene pool - to make available species of plants that can

be used for crop improvement or as a source of wild plants that can be

used to breed new, more desirable plants for people's food, fibre and

comfort.

(iv) To provide an 'escape' for people from the urban ghetto.

(v) To pursue hobbies such as mushroom hunting, photography and observing

birds and other animals.

(vi) To facilitate nature education.

Thus, many countries have resorted to legislative efforts in protecting the

environment. The Republic of Korea adopted a charter for the preservation of

Nature in October 1978. It stipulates that development should be carefully pursued

in harmony with nature and the preservation of nature should take precedence

over development.

The same view was expressed by our late Prime Minister Smt. Indira

Gandhi, in her address in 1972 at the United Nations Conference on Human

Environment at Stockholm and she advocated that 'Development without

Destruction' is the cardinal principle of planning.

Article 51 of the constitution merely reiterates our obligations towards

protecting nature. One of our duties is to protect the environment with compassion

towards all forms of life. The individual's duty per se remains hollow without the

means to discharge it. According to Dhayani (1993) there has been a tremendous

increase in the number of institutions and organisations on the environmental issues

at the grassroot level as well as on regional and international base. It was reported

that while in 1972 there were 2500 NGOs dealing with environment, the number

rose to 15000 in 1981. Likewise in 1972 only 10 Governments had State

departments dealing with environment; it rose to more than 100 departments on

environmental protection.

As well as the IUCN and the CMC there are many other organisations

actively involved in the surveillance and census of wild life and natural resources.

These include WWF for nature (WWF previosly the World Wild life Fund, founded

in 1961), The Friends of the Earth (FOE) founded in 1969 and Green peace which

was foundedin 1971. WWF has sponsered International research on species and

wild life throughout the world. A recent WWF campaign, 'Biodiversity a

Conservative Imperative' has promoted the work of the World Conservation

Monitory Centre by listing plant and animal species on the brink of extinction

(Spellerberg, 199 1).

Subudhi (1997), reportsi television,-l~roadcasting and newspapers have to

play potent role in this context. Supreme Court of India has directed the Centre

and all the State Governments to cancel the licenses of all those Cinema Halls,

video parlours and mobile cinema, if they fail to exhibit at least two slides daily

on environment. 'The court directed the UGC to examine the feasibility of

making environment compulsory in schools and colleges. Hence, on TV the

UGC programmes in India include environmental issues for people of all ages and

students.

The Foundation for Revitalisation of Local Health Traditions (FRLHT) is

a non governmental organisation which was launched to save and build upon

India's traditional medical legacy. One of the programmes that FRLHT has embarked

on is that of conservation as well as sustainable use of medicinal plants expecially

inthe area of primary health care. In the area of conservation, 30 medicinal plants

conservation areas and 18 ethnobotanical conservation parks are being set up in

Karnataka, Kerala and Tamilnadu States of South lndia with the help of State

forest departments, research institutes, universities non-governmental organisations

and others. This is the first such conservation effort in the country that concecntrates

on plants rather than wild life and is perhaps the most comprehensive conservation

effort in post-independent India. The foundation's thrust areas include establishing

a computerised information network on medicinal plants and natural products;

promoting the utilisation of traditional medicine in rural and urban areas; fostering

understanding about the theoretical foundations and epistemology of traditional

knowledge systems. The initiative in boosting the use of medicinal plants in primary

health care involves promoting a nursery network to raise medicinal plants and

encouraging the public to avail the ecnomic;ll and toxicity - free benefits of 'Green

Health', or using plants that heal. This effort needs the commitment and

support of the public as well as their willingness to turn to medicinal plants as the

most practical primary health care self help system for a country like India

(Manohar, 1995).

A few other organisations working for;environmental protection are Animal

Welfare Institute, Environmental Investigation Agency, Seashepared, Fund for

Animals, Royal Society for the Prevention of Cruelty to Animals, People's Trust

for Endangered species, International Fund for Animal Welfare, Centre for

Environmental Education, etc.

2.2.2 Studies on Environmental Education

Disinger (1983) claimed that at the international level the term 'environmental

education' was used in Paris in 1948,at a meeting of the International Union for

Conservation of Nature and Natural Resources. 'The first recorded use of this term

in Britain may be traced to a conference held in 1965 at Keele University

Staffordshire.

Malhotra (1985) identified that the necessity of environmental education

was Goiced by the IUCN way back in the sixties and reiterated over the years in

many conferences.

The term environmental education is being defined in the very first issue of

the Journal of Environmental Education [Stapp, 19691 as "communication aimed at

producing a citizenry that is knowledgeable concerning our bio-physical environment

and its associated problems, aware of how to solve these problems, and motivated

I

to work towards their solutions". It should be notcd that this loose definition does

not specifically, identify the content that should be included in an environmental

education curriculum. It does indicate the itudiences at whom such programmes

should be directed.

Though there is no common agreeme,nt on the definition of the concept of

environmental education, thc need for environmental education and -the nature of

its aims are interpreted in many and various ways by various agencies and individuals

around the globe.

United States Environmental Education Act of 1990 consists of 11 sections. 9

In section 2 it states as "It is the policy of the United States to establish and

support a programme of Education of the environment for students and personnel

working with students. Through activities in schools, institutions of higher education

and related educational activities and to encourage post-secondary students to

pursue careers related to environment.

This law calls upon through the Environmental Protection Agency of the

US to work with local education institutions, State departmental education,

non-profi t educational groups, environmental organisations and private sector in

efforts to support the development of curriculum materials, special projects and

other activities to increase the understanding of the general public about the natural

and built environment so that thc awareness of the public about environmental

problems is increased.

Several States now have legislation requiring in varying degrees in

implementing environmental education in the schools and teacher training colleges.

The constitution of People's Republic of China states that the preservation

of nature should become part of daily lift: through education at home, in the

school and in society. The State protects the environmental and natural resources

and prevents and eliminates pollution and other public harms. (Act 11).

The Council of Ministers of the European Community (1988) passed a

resolution to promote Environmental Education as a matter of priority within all

schools. In the national curriculum of U.K environmental education appears as one

of the five cross-curricular themes. Council for Environmental Education is the

main source of information about environmental education in the country. CEE is

called upon to advise both Government alld busincss organization in environmental

education. A monthly newsletter goes to all schools which brings to teachers news

about events and details of the latest publications.

National Association for Environmental Education's (UK) (1992) prime

concern is to help and encourage teachers to establish an environmental approach

in every school. It provides information service with emphasis on initial and in-

service teacher training, teaching methods and learning materials. The Scottish

education system is entirely different from that in England, Wales and Northern

Ireland. The working group on environmental education produced a national strategy

of environmental education in Scotland n;lmely "Learning for Life". Environmental

studies include all sciences, geography, modern studies, technology, economics,

domestic studies, history and health. It is interesting to note that a certain measure

of integration is implied by the subject grouping under the curriculum area of

environmental studies. Even then firm divisions about the role of environmental

education in the curriculum of Scottish schools still seem to be a long way off.

By the implementation of national strategy for environmental education the

curriculum area will be well set in Scottish school. (SEEC, 1987)

The general consensus on the goals of' environmental education is (UNESCO

1980): to foster clear awareness of, and concern about social, economic, political

and ecological interdependence in urban anti rural areas: to provide every person

with opportunities to acquire the knowledge (values, attitudes, commitments)

and skills needed to protect and improve the environment : to create new

patterns of behaviour of individuals, groups and society as a whole towards the

environment.

In 1970 the International Union for the Conservation of Nature and Natural

Resources [IUCN] held a working group meeting on Environmental Education in

the school curriculum in Neved, USA. The deliberations of that conference continue

to be a major influence on the development of Environmental Education.

Formation of UNEP, the Belgrade charter (UNESCO, 1975) and the

Inter Governmental Conference on Environmental Education, Tbilsi (1977)

highlighted the role of Education i n the halting of destruction of the

environment.

The United Nations Environmental Program (UNEP) in 1975 at the

International Workshop on Environmental Education held in Belgrade (Belgrade

charter) listed aims, objectives, key concepts and guiding principles of the

environmental education programme. The comprehensive set of objectives for

environmental education prepared at Belgrade are sumrnarised as follows. (UNESCO,

1975).

1. To foster clear awareness of and concern about economic, social, political,

ecological, interdependence in urban and rural areas.

2. To provide every person with oppurtunities to acquire the knowledge, values,

attitudes, commitment and skills needed to protect and improve the

environment.

3. To create new patterns of behavior of individuals, groups and society as a

whole towards the environment.

The first intergovernmental conferencc an Environmental Education, held in

Tbilisi, UNESCO (1 977) recommended fo r the wider application of environmental

education in formal and nonformal education. This conference and thc subsequent

publications based on it provided the framework for the development of

environmental education in the world today. The recommendations of this conference

on Environmental Education are as follows-

A basic aim of environmental education is to succeed in making individuals

and communities understand the complex nature of the natural and the built

environments rcsulting from the interaction of their biological, physical, social,

economic and cultural aspects and acquire the knowledge, values, attitudes and

practical skills to participate in a responsible and effective way in anticipating

and solving social problems, and in the management of the quality of the

environrncnt.

The general consensus on the nature, goals and principles of environmental

educatibn emerged at Tbilisi conference are stated below. These are based upon

the Tbilisi Report Recommendation 1978 (Sterling, 1992).

Environmental Education

is a life long process;

is interdisciplinary and holistic in nature and application;

is an approach to education as a whole, rather than a subject;

concerns the inter relationship and intcrconnectedness between human and

natural systems;

views the environment in its entity including social, political , economic,

technological, moral, aesthetic and spiritual aspects.

encourages participation in the learning process.

emphasizes active responsibility;

uses a broad range of teaching and learning techniques with stress on

practical activities and first hand experience.

is concerned with building an environmental ethic.

Two major United Nations reports- the Brund tl and Commission ' s Our

Common Future (United Nations, 1987) and UNEP's, The State of the World

Environment (UNEP, 1989) have dramatically drawn attention to the pressing need

to devise and put into practice, in all countries and all parts of the world, long-

term environmental strategies for achieving sustainable deveiopment.

According to Watts (1969) primary aim of environmental education is to

help the child to understand the process which shape his surroundings, so that he

doesn't remain a passive and sometime bewildered spectator, but becomes an

informal and active mediator of his environment with the confidence which comes

from understanding

According to Habrich & Kohler (I 98 1) environmental education should aim

at finding concrete solutions to problems and on thc other hand, at providing for

the participation of teachers and pupils in a practice oriented teaching and learning

process.

The basic aim of environmental education is clearly to show the social

economical, political and ecological interdept:ndencc of the modern world in which

decisions and actions by different countries can havc international repercussions.

Environmental education, should in this regard help to develop a sense of

responsibility and solidarity among countries and regions as the foundation for a

new international order which will guarantee the conservation and improvement of

the environmcn t.

Environmental Education is concerned with those aspects of human behavior,

which are more directly related to man's interaction with the bio-physical

environment, and his ability to understand these interactions. According to Atwal

(1980) the aim of environmental education should be to bring man in to harmony

with himself, his'fellowmen and his environment. These goals and principles are

adopted and documented for environmental education in the National curriculum

for schools in England.

Agenda 21 of the Earth Summit 1992 gives primordial interest on education,

public awareness and training. The programme areas described are;

(1 ) Reorienting education towards sustainable development.

(2) Increasing public awareness.

(3 ) Promoting training.

The centre piece of the Rio agreemcnt known as Agenda 21 is a major

action programme setting out what nations should do to achieve sustainable

development in the 21" century.

2.2.3 Environmental Education Initiatives in India and some Asian Countries

Ecology and environmental studics in education in India have not been

satisfactory and do not match with the quantum of research in these areas of

science being carried out in the country, altl~ough at international level there have

been repeated efforts to identity the problems a i d stress the urgency of implementing

the environmental education and research programrnes on a very extensive scale.

Second international conference on envirorlrnental education was held in

New Delhi in March 1985. In several papers, environmental education programmes

in primary, secondary schools, universities, engineering institutions and other non

formal education programmes wcrc discussed. Thc importance of field studies and

demonstration pro-jects were brought out in some of the papers. These papers

stimulated to formulate new ideas to impleme~~t el~vironmental education programmes

for a better future for thc mankind. (Uandhu, 1087).

According to Das & Ghosh (1987) the goal of any environmental education

programme should be to develop (a) awareness of and sensibility to the total

environment and its allied problems (b) knowledge of the total environment, its

associated problems and the responsible presence of humanity in it (c) attitudes,

social values and strong feelings of concern for the environment, and motivation

to participate in its protection and improvement (d) participation to infuse a sense

of responsibility and urgency regarding environmental problems so as to ensure

appropriate action to solvc them (e) skills to solve environmental problems ( f )

ability to evaluate environmental measures ilnd education programme in terms of

ecological, political, economic social, aesthetic and educational factors.

Kopardekar (1985) observes that education on nature will have to be a

very important item on the agenda of environmental education. This will help to

restore the composure of human beings and their relationships with their

surroundings. He thinks that if people are educated in this way they are less likcly

to take part in spoiling nature in thcir day to day life.

Chittibabu (1987) describes the interaction between education and

environment .

(a) Education creates the urge for a clean environment.

(b) It inculcates in the young minds thc basic principles of sanitation and

hygiene

(c) It helps pupils and students to appreciate the need for conservation

of our multifaceted heritage.

(d) I t teaches newer and environmentally safe technologies

We in lndia may justly feel proud that our national documents, like thc

Report of the Education Commission (1964-66) and Curriculum for the 10 year

school: An Approach Paper (1975), all emphasized the need of environmental

education (Malhotra 1987). Our concern in this c o u ~ ~ t r y is but a reflection of what

is happening the world over.

The environmental education at higher level in India is provided by the

Universities, Research Institutes, Schools of Planning and Management, Agricultural

Universities, Engineering Colleges and a number of other agencies. Some of them

have defined programmes of environmental education and the others have included

some components of environment in their curricula. The introduction of

environmental education programme requircs the involvement and participation of

teachers, students and administrators etc. (Swain, 1997).

NCERT did pioneering work in Environmental Education by not only

developing a modern curriculum for formal school system which incorporates

environmental education concepts, but also prepared text-books and other

instructional materials, teaching aids and audio-visual materials. Besides NCERT

has extended these ideas to a larger section of school community through its

teacher training programme and extcnsion service to states.

Gujarat has initiated on firm footing a comprehensive environmental I

programme and this is one among the first states to introduce environmental / education in India (Ravi, 1987). Both formal and nonformal environmental education ', programme was started in 1980. A comprehensive mu1 ti-dimensional and mu1 ti-

disciplinary approach is adopted within the main objective of environment as 'medium

of instruction'. Here the main methodology is that the environmental issues and

observations have to be derived from all the subjects which are being taught to

the students, so that the student will learn the environmental issues within a

holistic framework.

I

The Centre for Environment Education (CEE), Ahmedabad is involved in

increasing consciousness about the environment among children and the general \

community. While the need for creating environmental awareness is wide-spread, ; CEE has developcd programme for school children, visitors to national parks and

sanctuaries, users of media, the rural poor living in areas where there is severe

shortage' of natural resources, the urban dwellers and the general public. (Aganval,

1993)

Once the goals and purposes have bcen defined, the methods of achieving

them have to be decided knowing that the whole spectrum of environmental

education is much too broad a front, we have to make views and aims at what

can be realistically accomplished within the community.

To the question that who are the target group to receive this environmental

education Dayal (1987) identified that at both formal and non formal level there

should be involvement of each and every human being on the continent. Children's

literature should be produced bringing out varj ous aspects of environmental problems.

A team of experts should be given the responsibility of developing and producing

creative environmental education material for country widc use. (Balasubramonyam

& Fonseka (1987) are of the opinion that any education, ecological or environmental

being no exception is meaningless unless it reaches grass root level and that being

the common man.

Souza (1987) states that environmental education need to be given priority

from a tender age i.,e., thc level of elementary schools. The present educational

system has some bias towards environmental education but this need to be enlarged.

Khoshoo (1984) appeals to teachers to organize, motivate and catalyse the

student community to undertake ecological studies of the region in the vicinity of

the schools colleges and universities.

There has been considerable discussion about the method to be used in

environmental education. Cook (1978 / 79) suggests that, to be effective and

useful, it should use problem solving approach because the purpose of environmental

education is to teach people to understand their total environment, not only what

it was, but how it worked, as well as why problems existed and what it would

take to 'fix things".

Saxena (1999) suggests that the nature of environmental education requires

a different teaching methodology than the ones used in other disciplines. For

example survey or experimentation could be more effective than lecture and

demonstration methods. This would also require flexibility in approach and curriculum

at different places.

Palmer & Neal (1994) reveals that they do not recommend any particular

teaching style or approach to clsssroom organization. Rather these are matters of

individual schools and teachers to decide. This view is also supported by Bramwell

(1993) as well.

22.4 Environment-lin ked cut-riculum

The significant international endorserncnt of environmental education over

the past 20 years or so has inevitably helped to shapc the aims, objectives and

planning of this curriculum area within schools and local educational authority in

UK. Environmental education has been well established in the curriculum map of < .xa

schools for some three decades. Local authorities, National organizations and

individual schools and teachers have done a tremendous effort to promote its

importance and to develop effective teaching and learning strategies. Palmer (1 99 1)

points out that in the National Curriculum of England, environmental education is

reflected in the content of some subjects, notably Science and Geography, and he

is of the opinion that because i t is a cross curric~~lar theme, it should be included

both as a starting point and as unifying element. It should emphazise skills such

as problem solving, study and communication skills, which are fundamental to

environmental education, and are central to all subjects of the national curriculum.

Environmental education is, therelbre, ideally suited to be taught as a cross curricular

theme, rather than as an individual sul)jects.

The corncrstone of environmental education is the identification of individual

with the environment. Curriculun~ developers should attempt to link the curriculum

of secondary education to the local environment and make it relevant to the

community at large.

In 1974, the government of Malaysia under the ministry of education

developed a new primary level curriculum which came in to full operation in 1983.

Officially, the programme is referred to as 'Man and the Environment'. It is taught

from the 41h year onwards, when children are at least 9 years old, bringing together

five traditional subjects-geography, history, scicnce, civics and hygiene- and treating

them in an integrated way. The objectives o f th is curriculum is centered on the

need to impart knowlcdge and undcrstandir~g of the interactions of people with

their environment . Emphasis is also given to changes in the environment caused

by such interactions and to the inculcation of positive attitudes and values towards

solving problem. Training pupils to think, evaluate and draw conclusions is also

considered important. The need to live in unity and harmony in the Malasian

context is stressed and forms a basis for the curriculum.

I n Japan in the frame work of traditional formal school education

environmental descriptions were scattered among various text books on language,

science, geography, history etc. (Jun Ui 1987).

Lob (1987) reported the principles of environment education in Germany.

The aspects of environmental education are regarded as to be integrated in to

curricula already existing and developed in thc fut~ire so that environmental education

should not be perceived as an additional or separate but as an integral aspect of

education.

Malhotra (1987) reports that the prescnt curricula of general education in

India,, that is, classes 1 to 10 has in it, ample materials on the environment, its

problems and conservation. But cnvironmentel education to mind is not just

awareness and knowledge, it is far more. It is development of proper attitudes, the

awakeninig of the urge to make the world a better place to live in, to be aware

of what is happening around and above all, to act without fear.

In Pakistan thc subject ol' environme~~tal studies is not taught as a separate

discipline in elementary or highcr education hut ' infusion approach' is adopted

based on incorporation of environmental educatioil within the appropriate traditional

subjects. Khan (1987) states that all future strategies of formal environmental

education emphasize on learning through activities centred on real life situations

and the main objective of the future strategy for non formal education is to help

pupils to improve the quality ol' their life. Emphasize is on competencies which

students can use in solving of problems cncountcred in daily life.

Good quality teaching and learning materials can always help to a very

great extent in promoting learning and retention. If it is augmented by an attitudinal

change in teachers, i t would result in making teaching-learning student centered,

activity based and participatory. This would be a break through.

The changes with environmental knowledge and knvironrnental attitudes as

well as the relationship betwccn the two were examined in Bradley's (1995) study.

Exposure to the environmental curriculum did appcar to produce a more positive

environment;ll attitude. In addition, an increase in cnvironmental knowledge, following

exposure to the curriculum is strong in relation to environmental knowledge and

environmental attitude.

2.2.5 Out-of~lassroom Activities as Learning Experience

Learning by doing' and Learning by living' are the two cardinal principles

of teaching and the same is more true in the lcnrning of science. When pupils

learn with materials collected by them, they may develop love for labour.

Science teaching in our classrooms is mostly rigid and verbal and, therefore,

quite uninteresting. Even though suitable outdoor sources are available to learn

science through concrcte first hand experienct:~ and situations, students are generally

forced to sit in denatured buildings and encouraged to memorise unrelated facts

and principles without understanding their practical implications.

For an effective programme of science, adequate teaching materials are also

essential. Community resources that are suitable f o r the purposes should be made

available and should be used when needed.

A Scottish botanist Sir Patrick Geddes (1 854-1933) is considered to be

associated as the earliest link between education and the quality of environment.

His pioneering work included the extensive use of the outdoors as a resource for

active learning. Also the thinking of some of the world's great educationists

undoubtedly made a substantial contribution to philosophical deliberations on the

interaction between people and their environment. Rousseau the great philosopher

(1712-1778) described in his book Emile, the methods of bringing the child in

contact with nature and he stresses thc importance of teaching the child in a

natural environment. The child should be left to bctlave naturally. He learns in the

contact of plants, animals, birds and natural objects. Palmer & Neal (1994) believe

that there is no single right or wrong way to approach the teaching and lcarning

of environment in schools and whatever approach or combination of approaches is

utilized, it is however, essential that first hand experience of the environment are

at the forefront of teaching and learning.

Therefore, it is apparent that environmental education is based on as much

first hand experience as possible so that thc idca of moving out of the confines

of the traditional classroom is one well rooted in the environmental approach. The

most valuable resource available to all schools is the environment itself and

immediate neighborhood will provide ample opportunities for activities to observe

record, analysc and interpret their own investigations. 'The most effective education

about the biodiversity is often not transmitting new information, but rather fostering

appreciation of what is already known, practical knowledge about biodiversity, its

local use and ways to manage sustainably.

Curriculum statement for Kent, under the title 'Education for life' (1988)

emphasizes the multi disciplinary nature of environmental education and says it

provides a particular stylc of teaching allowing tcachers to extend their work

beyond the 'confines of the classroom in to the immediate environment of the

pupil, extending gradually from the homc and school to the natural and built

environments. The outdoor is i he one most neglccted by teachers, curriculum

developers and researchers (Orion & Hofstain, 1094).

Outdoor activities (field trips) have the potcntial to enhance constructive

social relationship among students as well as many of the variables that characterized

learning environment measures. Saxena (1987) points out that out of school activities

can be very useful for environmental education because children are self motivated

and these do not overburden the school curriculum. Many a time the activities to

bc taken up are also decided 11y the children themselves. To create a healthy

learning environment, there is a need for more research that will assess how time

spent on fieldtrips affects students' perceptions of the learning environment. It is

desirable to further study the effect of different modes of field trips in the context

of different science subjects on the lcarning environment. 0

In Kenya, the primary school children are planted a green belt of trees

across the savannah as a part of the celebrations of the loh anniversary of the

Stockholm Environment Conference. The focus of the programme is to encourage

children to nurture and appreciate their environment. "For Every Child a Tree"

aims to help children to understand what is actually going on in the world around

them; an awareness that must be created in children for they are the leaders of

tomorrow who will shape and influence our world for future generations .The

organizers hope to generate in children an interest in the problem of the world's

rapidly disappearing trees and forests and the possibilities of reforestation. Hancock

(1982) narrates that the campaign will help children learn to appreciate the essential

role trees play in balancing our ecosystem. "A child's mind flows with a never-

ending stream of questions about the world around him. Why are trees important?

Why are they essential to our survival? These questions need answers.

A similar experimental study in environmental education organized undcr

the auspices of UNESCO by the Frcnch ministry for the environment proved a

great success. 1000 children aged 7 to 14 met together at Unesco Head Quarters

in Paris to celebrate 'the world of trees'. Some of the feelings expressed by them

were 'I love trees ! , it's impossible to breathe without trees', 'Trees are as

precious as air, but they are more beautiful'. (Cerrans 1990).

British Government Panel on Sustainable Development (1995) clearly

envisages that environmental education far transcends the boundaries of formal

education. Work in the field as well as the classroom, bringing in local community,

is an essential part of the process from nursery and primary school upwards.

Out-of-classroom activities as learning experiences have been the subject of

study for many researchers like Hoff (1950) Ebcl (1969), Joseph (1976), Myers

and Lee (1980), Crompton and Sellar (1981)' Mcyer and Rao (1984), Santos

(1988), Miller (1988)Han Eun Sok (1991), Swafford (1995) and John (200). A

few studies which are representi~tive in this context are discussed below.

Hoff (1 950) strongly feels that field trips and demonstrations are effective

in making science subjects more real and interesting to pupil of all grades. Another

study by Joseph (1976) explored in detail the potential and practices of using

school resources in conducting science clubs. l'he study found that resources like

fields, and gardens are present near almost all schools. But only a small number

of teachers use these environmental resources for teaching science.

Han, Eun Sok (1991) made a comprehensive analysis of the Teacher/School

Administrator attitudes towards out-door education camping Kyonggi. The study

found that, in general, teachers and school administrators are quite positive towards

the value of outdoor education and school camping. Another significant finding

was that the teachers and school administrators are not equipped with the knowledge

and skills related to outdoor education.

Raju (1985) and Sheenu (1905) studied about the utilization of available

community resources in the teaching of biology in tllc secondary schools of Kerale.

Thies (1997) conducted a study to deter~nine efficient procedures for

operating residency outdoor cnvironmen tal programme. The analysis of results

revealed that;

(i) The environmental programmes are weak , if not integrated with on going

educational curricula.

(ii) Better training programmes and certification requirements need to be

developed.

(iii) Inquiry methods with hands-on -student activities need to be developed for

such programmes.

(iv) The current interest in environmental education is to be exploited for

programme support.

(v) Universities should arrange outdoor environmental education courses for

teachers.

Field trip plays a very important role in the teaching of Biology. The basic

reason for conducting a trip is to provide additional information and experience

that cannot be had within the classroom. Moreover,students get to know their

community and surroundings better.

Collettc (1068) is of the view that Sicld experience permits easier transfer

of learning to the solutio~l of real life problems. Coudsward (1977) goes to the

extent of remarking that "where structure domin;ttes instruction, leaming is inhibited".

He is of the opinion that student must be givcn the opportunity to relate the

things they feel.

A field trip is a process-oriented approach which focuses on an active

interaction process betwecn the students and the environment. In this process,

students actively conceive information from teachers. The advantage of 'active

learning' over 'passive learning' is based on constructivist theory as well as outcomes

of studies conducted in this domain. A field trip conducted as an integral part of

a particular curricular unit should be placed as early as possible in the learning

sequence to provide a more concrete basis for understanding the abstract concepts.

Students should be properly prepared for the field trip. The preparation should

employ concrete activities to reduce the effcct or the 'novelty space' of the outdoor

event.

Orion, et a1 (1996) developed an instrument for assessing the environment

of out-door science activites. Ln an earlier study, Orion and Hopstein (1994) tried

to identify the factors that influenced learning during a scientific field trip in a

natural environment. They found that the 'novelty space' of the field setting consists

of at least three novelty factors- the cognitive novelty, the geographical novelty

and the psychological novelty. The cognitive novelty depends on the concepts and

skills that students are asked to deal with throughout the field trip. The geographical

novelty reflects the acquaintance of the students with the field trip area. The

psychological novelty of the study group in this research reflected their previous

experiences with field trips as socially adventurous events, rather than learning

activities.

Vandersteen (1966) has stated the importance of school garden for teaching

biology. The garden can supply rnultifarious materials for the pupils laboratory and

for demonstration experiments.

Conningham (1 9 69) has stated that the class room provides an extremely

artificial situation for the study of organisms. Outdoor environments, such as the

school garden, school neighborhood, city park can be utilized for the study purpose.

Myer and Lee (1980) highlighted the importance of field trips as aesthetic

experiences.

Padmavathy (1985) studied the effectiveness of field trips in teaching

biological sciences. A later study by Ambika (1993) had similar results. She studied

the potentialities of ficld trips for learning Biology in standard IX.

Ambika (1993) conducted a study on the potentialities of field trips for

learning Biology of standard IX. The study aimed at finding out the field-trip

experiences that are currently being provided in thc learning of Biology and also

those field-trip experiences that can be made possible for improving teaching-

learning of Biology.

The study came to the conclusion that the teaching of Biology at present

is very much formalised within the four walls of the classroom. The teachers are

unaware of the latent potentialities of field trips and how they can be used in

learning Biology. It was also found that teachers tended to avoid outdoor activities,

because they were very often unfamiliar with the philosophy, technique and

organisation of field trips.

The findings of a study by Olokc ( 1 994) revealed that indoor-outdoor

laboratory method 01- teaching was more effective th;m the traditional method of

teaching Ecology in producing cognitive gain and was also effective in promoting

a positive ecological attitude.

Lindenmeier (1096) conducted a study o n outdoor education components.

The research project was undertaken to determine to what degree Environmental

Education and Adventure Education are interdependent components of outdoor

education. The study found that environmental education and adventure education

are significantly dissmilar in several key respects.

Orion (1993) developed a model for the implementation of field trips as an

integral part of the science curriculum. The important conclusions arrived at

regarding the role of field trips as a tool of concretisiition were that (1) the field

trip should be placed at the early stage of the lcarning process and (2) the field

trip should focus on concrete activities which cannot be conducted effectively in

the classroom.

John (2000) developed a Guided-Field Study Model (GFSM) and tested its

effectiveness by comparing the achievement in Ecology of the treatment groups

viz., Guided -Field -Study Method (GFSM) group. Lecture Method (LM)

group and Self-study Method Group (SSM). The findings of the study led to the

conclusion that Guided Field Study Method is superior to Lecture Method

with regard to Post test achievement. The study also showed that resource

units based on GFS models are a necessity in higher secondary schools to

help teachers realise the possibilities and potcntiaiities o f guided field study

method .

The place of activity in learning has been stressed by several researchers

like Keiren (1974), Cotler (1977), Tapie (1981) and Washton (1977).

Reviews of research on outdoor educatiol~al experiences conclude that the

out of school activities providc a more stimulating Icilrning cnvironment, especially

if i t is of sufficient duration. This has heen rcported by Washton (1977), Crompton

and Seller (1 98 I), Backrnan and Crompton(l9 X4), Miller (1 988) and others. They

all share the opinion that such methods will help increase students' ability to

accommodate and assimilate matter , retention power and also in promoting positive

ecological attitude.

Washton (1977) gives importance to the role of community resources,

research centres, science clubs, museums, field trips to forests, lakes etc. in the

learning experience. Dighal (1 988) tried to establish the fact that charts, models,

excursions, science exhibitions, f i lm sllows a n d orientation programmes

brought better results and helped remove drudgery in teaching biological sciences.

Vanderstcen (1966) has statcd the importance of school garden for teaching

Biology and brought out the importance of using nature calender.

Swafford (1995) made a survey to determine the perceptions of outdoor

educational professionals concerning the best methods, strategies, materials and

resources for elementary teachers to use in developing an outdoor laboratory for

their school. Fie designed an outdoor laboratory based on the significant activities

by the participants.

The ability of young learners to acquire scientific concepts in informal

learning institutions such as museums, zoos, aquaria and science centres is enhanced

by using authentic investigative methods similar to those employed by scientists.

This is the finding of Arenson (1996) from using the Zoo Reach Program. He

proposes the program as an effective model for further development of informal

learning techniques. This program was designed for kindergarten, first and

second grade students in order to heighten thc students ' awareness of wildlife

and to assist them with their acquisition of related concepts by allowing

scientific study of the Los Angeles Zoo. The program includes teaching,

training, curriculum materials, and hands on objects used while touring the

facility.

Deopuria's (1984) study fount1 that the cl~vironmental approach in teaching

will help in developing better attitude in students towartls the environment. Similarly,

a recent study by Abraham and Nair (1998) concludeti tllitt environmental approach

helps in developing positive attitude, stimulating cognitive iispects, effective behaviour,

psychomotor skills and better re tention in stucicnts.

2.2.6 Environmental Approach to Learning Biology

Coffey (1983) conducted a study to dcscrihe the present status of

environmental education as it is incorporated in high school Life Science classes

in the State of Oregon. Findings revealed that the objectives were focused more

on understanding the environment and developing an appreciation for it than on

helping students to solve environmental problems or develop environmental data

collecting techniques. The majority of instructional materials come from single

discipline text books, materials developed by the staff or a combination of these

rather than from materials developed by the school system or commercially prepared

programs, the content comes primarily from teacher interest and the highest ranking

constraint to curriculum development was lack of time.

An ecological study conducted by Shoemaker (1977) revealed that ecological

concepts can be prescnted effectively at secondary level through field exercises and

that students who participate in field exercises have a better understanding of

ecological principles than those who do not.

Santos (1988) conducted an investigation on the effectiveness of Nature's

Classroom Programme on students, and concluded that the Nature's Classroom

experience positively affects both short term and divergent processes of cognitive

development.

Harvey (1951) studied the effects of short field trips on the scientific attitudes

of ninth grade students. After a brief free exposure to real problems in the field,

she was able to demonstrate improvement in student scores on a locally constructed

instrument.

Field studies conducted by Riban and Koval ('1971) revealed that the field

work experience has been shown to be highly effective educational mode in the

area of scientific methodology.

Research conductetl by Lavie (1988) showed that studying in the field has

a positive influence in learning, feeling and ed uceti ng.

Andrews (1978) investigated interrelationships between cognitive and affective

attributes and participation in activities in an outdoor environmental education

program for sixth graders. He found a positive correlation between attitude towards

environmental concepts and knowledge.

A field study conducted by Branch (1983) on "Local Stream and Science

related community problems", revcaled that stiidcnts who received science instruction

in the form of a generalized approach to problcni solving using teacher developed

materials, became more positive in their views towards school science and exhibited

a greater tendency to apply knowledge of science to societal issues and that the

instructional strategies employed in the study was superior to the conventional

methods of science teaching.

A study conducted by Han (1991) to diagnose teacher and school

administrator attitudes towards the value of outdoor education and school camping

and skill level necessary for conducting outdoor education and school camping

programs revealed that:

1. Teacher and school administrators are positive towards the value of

outdoor education and school camping.

2. Teachers and school administrators are not equipped with knowledge

and skills related to outdoor education and school camping.

3. Among the constraining factors iclcntj fled "administrative difficulties"

and "Teacher inconvenience" was considered the most constraining

factors.

De Pree's (1992) study was designed to provide information on the merits

of a newly designed environmental course in a suburban high school. Four major

areas were investigated: knowledge, source of information, concerns and solutions

to ten dilemmas. Findings from this study provided convincing evidence on the

positive effects of the course on the students.

A research study conducted by Gl~awanni (IOXh), to explore the background

of current usage, resources and factors or problems that limit the use of field trips

as an effective method of teaching science, indicated that teachers, principals,

supervisors and ministry officials all recognize the value of field trips in instructing

students in science. Thc study also rcvealetl that field trips are rarely conducted

as part of the instructional programme. Reason's [or declining importance of field

study include :

1. lack of knowledge of educational policy i ibo~~t field trips by teachcrs and

principals

2. teacher's misconception of administriitor's desire for field trips

3. scheduling conflicts

Thics (1907) undertook a study to determine efficient procedures for

operating a residency outdoor environmental program. The analysis of results

revealed that:

i. Environmental programs are weak if not integrated with ongoing

educational curricula

ii. Better training programs and certification requirements need to be

developed

.. . ul. Inquiry methods with hands on students activities need to be developed

for such programs

iv. The current interest in environmental education need to be exploited

for program support

v. Universities should include outdoor environmental education courses

in course offerings for teachers.

Jaus (1 978) conducted a study to ascertain the effectiveness of 30 hours of

Environmental Education instruction on elementary and middle school teachers'

attitudes towards teaching this subject in their classrooms. Analysis of results

indicates that the group of elementary teachers who receivcd training in

environmental education possessed significarl t l y more positive attitudes

towards teaching in thcir classrooms than their counterparts who did not receive

training.

Bin (1993) conducted a study to obtain data regarding the perceptions of

teachers about the status of Alam dan Manusia (ADM) i.e., Man and environment.

The major findings are:

1. A great majority perceived thc ADM materials in the existing

curriculum as accomplishing the goals from "a little" to "moderate

extent".

2. The majority felt they required training from a "moderate" to "a

complete extent" to accomplish goiils.

3. A great majority indicated they were willing to participate in training

from "a moderate" to "a complete extent".

Volk (1983) conducted a study to perceive Environmental Education (EE)

curriculum needs in United States. The results obtained showed that:

1 Professional Environmental I3clucators believe that there exists

considerble discrepancy betwec,n the desired and existing status of

EE.

2. It was perceived that EE goals were not being met with existing

curricula.

3. Nced for in-service teacher education for EE curricula was perceived

at all academic levels.

A study by Yogamoorthi (1992) stressed the nccd for environmentally trained

teachers for environmental education. I n India. though we do have in-service

programmes for teachers to reinforce their skills and k~lowlcdge in their concerned

subjects like mathematics and science to make thc process of teaching - learning

meaningful and upto-date, such in-service courses do not include anything

substantially on Environmental Education.

There is no scarcity for resources in India and our country is rich in

natural resources. Kerala, the south west part of the peninsular India has been so

lavish in the mix of elements and there are inrlumcrahlc opportunities, both outdoors

and within the institutions. Students can collcct many materials and preserve them.

An economically developing country like ours, should not neglect these educational

resources which have immense potentialities for enhancing science learning.

The different aspects of environmental education were discussed by several

researchers in India and abroad. Some o f the major aspects discussed were the

challenges and problems in environmental education Das 1994; Mukherjee, 1997;

Manuel, 1998), the support system in environmental education (Bartlemus, 1994;

Gayford 1996), using environmental resources and strategies for teaching children

(Coudsward, 1097; Lilly , 1978; Mays, 1985; Kronholm, 1994), formulating and

evaluating environmental approaches for biology education (Mathew 1976;

Mariamma, 1077; Manuel, 1978; Shaharban, 1978; Krishnankutty, 1997), and

evaluation of the environmental science curriculum (Blum, 1982; Bradley, 1995),

Bartlemus, 1994). discusses thc conccpts ilnd strategies of suitability for the

perspective of environment growth and development.

Crompton and Seller (1981), Blurn (1982) and Bradley (1995) assess the

subjective usefulness of outdoor education experience in an environmental science

curricul urn with a view to develop environrnen tal knowledge and attitudes.

The ethno botanical components relevant for the educational context of

Kerala were analysed in detail by Exemmal (1980) and Valsala (1982). Yogamurthy

(1992) stressed the need for environmental ly trained teachers for environmental

education. His study further revealed that in-scrvice courses do not include anything

substantially on environn~cntal education.

The importance of indigenous knowledge as an empowerment tool for

sustainable development has been highlighted by several researchers like Gupta

(1978), Barthakur & Jain (1979), Dei (1995) and Brower (2000) .

Rajaput (1988) has found that differences exist in the awareness about

environment among children of two different geographical areas and that the students

in general lack in the application part of their knowledge of their environment

Manuel and Exemmal (1988) made an attempt to identify different factors

and develop different models of environmental education in Botany relevant for the

socially disadvantaged children ill the schools of Kcrala, which could be handy for

teachers a n d in-service workers. The researchers proposed six models which included

(a) Ethno- science, cutting into the process of science, (b) Process approach applied

to the living world, (c) Application-oriented models, (d) Ecology activity-oriented

model, (e) Intcrdisciplinary models and (t) Higher explorations.

De Pree (1992) studied the merits of ;i newly tlesigned environmental course

in a suburban high school. Four major areas werc investigated, knowledge, sources

of information, concerns and solutions to ten dilemmas. Findings from this study

provided convincing evidence on the positive effects of the course on the students.

Ross (1994) developed a framework for problem-solving in environmental

skills and environmental studies. 64 junior grade students from grades 4, 5 and 6

participated in the study. The objective was to identify student problem solving

skills generated by the two teaching environments. First one is developed for a

content oriented environment and the second for a problem-solving oriented

environment. Results showed a shift in knowledge patterns from the content

environment to thc problem solving environment.

Manuel (1978) made an attempt to give ;I brief analysis of the repertoire

of processing model and competencies which a teacher might need to make a

success of environmental approaches (EA), compared to that of formal approaches

(FA). He argues that Kerala folklore and environtncnt arc very rich in the tradition

of ethno-science. It is likely that this is a characteristic found in varying degrees

all over India and it is possible to connect school culture with folk culture using

this base.

Brower (2000) reports that the distinction between conceptualisation and

practice is lacking in most, if not all, indigenous knowledge studies. According to

him, quite often indigenous knowledge is local, hut it need not be traditional, as

knowledge is always in the making.

Blum (1 982) evaluated an environmental studies curricul urn in terms of

student perceptions of course usefulness for achieving various goals. Results were

interpreted as evidellce that all inquiry-oriented curriculum can have a positive

effect on student's perception of the usefulness of school subjects.

Suni (2000) developetl a n identification key on the topic 'Inflorescence'

using environmental method. The study arrived at the conclusion that environmental

method is significantly superior to lecture method and self-learning method,

with regard to post-test ;~chicvernent, and, therefore, environmental method can be

adopted as an effective method for teaching 'Infloresccnce' at higher secondary

level.

Analysis of teachcrs' as well as students' responses also showed that

environmental method is erfect ive in rcalising the educational outcomes listed under

the categories - Cogn i t ivc, Affcctive, Process skills, Social, Environmental and

Teacher competency.

The study also found that the available environmental resources are not

being properly utilised.

Geethalekhshmi ( 1994) identified the curriculilr potentials of ten local edible

fruit yiclding plants for the study of Botany at the higher secondary level . The

fruit yielding plants selected for the study were Mango, Jack fruit, Papaya , Amla

(gooseberry), Passion fruit, Anona, Guava, Cocunut, Pineapple and Banana. The

study brought out the revealing finding that all the ten plants selected for the

study have immense potential for teaching of the content in the Botany textbooks

of higher secondary cl asscs.

A similar study by Binu (1997) identified the curricular potentials of select

plants bearing commercially important flowers for the study of certain major concepts

in the Botany syllabus of Kerala. Besides content analysis of the B.Sc. Botany

syllabus, a questionnaire and an awareness test for students and a questionnaire

cum rating scale for teachers were used for collecting data relevant for the study.

The plants bearing commercially important flowers selected for the study were

Nerium, Plumaria, Ixora, Gomphrena, Rose, Chrysanthemum, Helianthus, Anthurium,

Orchids and Lotus. The potentials of these plants for learning Botany at B.Sc.

level were identified.

The teachers under study were of the opinion that all the ~ l a n t s bearing

commercially important flowers selected for the study were appropriate for teaching

the different concepts in Botany at B.Sc. level. The measures that can be

utilised for improving the existing pattern of teaching - learning Botany are also

suggested.

Analysis of the curricular potentials of certain medical plants was the subject

of study for Lelitha (1984). The medicinal plants used for the study were Onion,

Swet Flag, Sida, Neem, Cyprus and Henna. The study highlighted the fact that

medicinal plants, if included in the syllabus possess ample curricular potentials

worthy of studying Biology at secondary level.

In an earlier study which is special to the Botany curriculum for colleges,

Jayasree (1979) examined a few medicinal plants and suggested that the secondary

school curriculum may also be constructed in such a way that the students may

understand the plants and their common use in medicine.

Nair (1998) conducted a study on the content analysis of the Biology text

books of standards VIII, IX and X she showed that only a few aspects of

environment protection were dealt within standard VllI and coverage was much

less in standard 1X. But in standard X many of the environmental protection

aspects were included, though not in depth.

Scaria's (1984) s t u d y on the curricular potentials of local plants of food

value highlighted the fact that m~ljority of the secondary school students are lacking

practical and utilization knowledge about the commonly available local food plants.

The investigator suggested that pupils shoulii be encouraged to make use of these

plants, as it m a y be helpful to reduce some of the defeciency diseases.

Susan (2000) conducted a study to identify the curricular potentials of

select occupations for the s tudy of biological sciences at the higher secondary level

and concluded that the existing biological curriculum at the higher secondary level

is inadequate to develop student's skill in biology based occupations.

A study conducted b y Valsala (2002) establishes to a great extent that field

visit could be instrumentaliscd as a living technology system which has got significant

potential to impart science and ecological education focusing towards an integrated

sustainable development process.

2.3.0 The unique role of botanic gardens in conserving the environment

Biodiversity is basicall y im ewlogica 1 topic, but biodiversity problems and

issues are connected to every fabric of our global society. It is reported that

during the next 20 to 30 years, the world could lose more than a million species

of plants and anirnal s-primarily l~ecause of environmental changes due to humans.

At 100 species pcr day, this extinction rate will be more than 1,000 times the

estimated "normal" rate of ex tinction. The list o f lost, endangered and threatened

species includes both plants ant1 animals. About 10% of temperate region plant

species and 11% of the world's 9,000 bird species are at some risk of extinction.

In the tropics, the destruction of forests threatens 130,000 species which live

nowhere else. This alarming rate of extinction is the global problem which has

kindled world-wide ir~tcrest in "biological diversity" or "biodiversity". Biodiversity

implies more than simply the number of species that inhabit our planet. The

ecological interactions among these diverse species and the physical environment

make up the ecosystems upon which the human species depends for survival. Loss

of biodiversity is the problem: conservation biology is the science to understand

the problem and propose solutions. Environmcntal education is the means of getting

solution implemented (Connect, 1992).

The planet's biodiversity is important to human beings in many ways. For

example, it provides a potential resource for food, medicine and industrial material.

Presently, approximately 80% of the world Jbod supply is provided by fewer than

two dozen species of plants and animals. 11 is estimated that more than 25% of

all medicines availabie today are derived from tropical plants. This makes even

more pronounced the need to preserve genetic diversity needed to find food species

which can adapt to new conditions. To control the ecological imbalance our country

has set up 122 wildlifc sanctuaries, 47 National Parks and 11 Biosphere reserves,

besides all these, a number of seed banks, pollen banks, tissues and cell culture

and biotechnological centre are also opened (Tani, 1997).

Teaching activities in environmental education about biodiversity can be

conducted in various manncrs and under various heads like sciences, social sciences,

visual arts, languages, geography, history, etc. An activity may be conceived under

each head separately or under several heads at a time. For example, a biodiversity

problem could he presented to students in the form of a moral dilemma, thus

linking it with the social sciences. The teacher's role would be to present the

problem and explain the dilemma to the students who individually, in small groups

and a1 I together would react through individual reasoning, group discussions and

evaluation. The teacher would encouragc students to experience personal

conflict in the dilemma and to facilitate discussions which allow students to

apply and evaluate their own levels of reasoning. At the close of the activity the

teacher could amplify the particular prol)lems used and link it with other wider

issues.

According to Nair (1989) there can bc no better 'learning laboratory', than

the environment itself as far as environmental education is concerned. The first

step in any educational effort related to natural habitats and conservation must be

the creation of an interest in knowing the plants and animals that constitute their

natural environment. Most children lack any curiosity to identify a bird, a plant or

insect that they pass by. Concern for conservation can emanate only from a love

for nature and an un~ierstanding of how nature works. Sabata (1997) reported that

it was of paramoun~ importance to create love and concern for nature in young

minds so that they grow up with an awareness that would lead to action. Hence

proper inventory met hods arc to be taken for identifying and later monitoring and

conserving the biodiversity for protection of the plants.

Traditionally Botanic gardens have always placed education high on their

list of priorities and many owe their existence to universities. Now with the

appointment of their own education officers, the role of Botanic garden is being

further extended to provide a service to schools.

Botanic gardens themselves as a physical and thoughtful establishments play

an important part in cnvironrnental education. They are the main thrust of the

hidden curriculum for environmental education in the formal education centre. The

fabric of the place must be functional and attractive the display areas should

stimulate the visitor and incumbent alike so that at any time every child can say

quite simply, it is a nice place. (Palmer & Neal, 1994)

Botanic gardens are wonderful places for people to learn more about plants

- where they come from, what they are for and why they are important. They give

people a chance to set: plants, not only from the country they live in, but also

from other countries (Willison, 1993). Here arises the question what Botanic garden

offer in terms of education.

Swaminathan (1989) in his Forward to The Botanic Gardens Conservation

Strategy pointed out that by enabling village schools to develop small botanic

gardens with the ac,tivc involvement of students in the planning, planting and

protection of such gardens, awareness of beauty and necessity of biological diversity

can be generated through field level action.

The traditional role of botanic gardens and arboreta has been to collect,

identify, classify and grow plant species from all over the world. The general

practice is to display the various plant species under the best and visually most

at tractive conditions (Balick, 1986). Thousands of people of all ages visit botanic

gardens everyday for recreation as a part of their leisure activities. This passive

and generally unplanned show of a wide spectrum of plant life in fact creates an

element of education informing society on the protection and rational use of natural

resources. This public education component has been actively pursued by some of

the world botanic gardens. Gradually a realisation came, whether the people come

informally to walk around the garden or more formally to participate in an

educational activity . This opportunity must be utilized to promote the conservation

of biodiversity. Therefore botanic gardens are gradually intensifying their

efforts and resources in order to educate the population paying special

attention to the schocll children ( Torre, 1993). Thus, one of the principal roles

of botanic gardens is public education, and the best teachers are the plant

themselves in thcir infinite variety. These plant collections including the rare,

endangered, endemic species can be a considerable economic asset to

enhance biodiversity of their own region if they are well presented and

interpreted.

2.3.1 Role of Botanic Gardens in Environmental Education

A botanic garden's responsibility under the Convention on Biological

Diversity includes the transfer of information (Articles 12 and 13) to as wide an

audience as possible. With necessary resources there is enormous potential to

promote wider lciirning opportinities,and to increase visitor numbers and raise

awareness of the inlportance of plants.

Heywood (1 987) in the second International Botanic Gardens Conservation

Congress pointed out that Botanical Gardens are globally concerned with

conservation of the enormously rich biological resources of the tropics and seeking

ways of developing and using them in a sustainable manner so that they will be

available for future generations. He reiterated that today in accepting a major

conservation role, it is the botanic gardens in those countries with rich floras that

have a clearly defined role to play. Perhaps most important is to find out new

ways of using botanic gardens more effectively for environmental education.

Boden & Boden (1985) accepts the fact that education in botanic gardens

has been slow to develop as an accepted function and Willison (1993) exclaims

that for many educators working in botanic gardens is a daunting task to set up

environmental education programmes.

There are several examples where gardens havc developed comprehensive

programme of environmental education stressing the need for the conservation of

biodiversity. Thcsc programmes are developed by the garden and then offered to

the schoo Is. Literature on environmental education through botanic gardens and

their effect on the students of India is not sufficient in terms of quantum and

diversity. However such literature from other countries especially developed countries

is satisfactorily available. Therefore most ol' the research studies referred to here

are from developed countries.

Visitor surveys carried out in many gardens indicate that visitors come

attracted by a variety of reasons like enjoying the garden as a whole package,

offering an attractive sctting for relaxation and refreshment and some gentle

intellectual stimulation through its educational displays and the exotic plant

collections. (Willison & Green, 1994). Schools are now frequently looking outside

their own institutions for professional guidance and botanic gardens are increasingly 1 focusing their education programmes on supporting classroom teachers. Consequently 1 this presents opportunities for zoos, botanic gardens, public parks, etc., to make I valuable contributions to enhance public education with their thousands of visitors 1 and the incredibly diverse collections of plant and animal species they houses,

Botanic and zoological gardens have the potential to influence public attitudes

towards plant conservation, providing one of the most exciting educational tools

- 'living collection'

Taylor (1992) reports that an area of education in the botanic garden 1 relates to those programmes allied with public school programmes whether at the 1 junior, elementary or senior levels. This type of programme can only be effectively 1 operated if the public school system initiates and requires the participation of the 1

botanic garden in its programme. Thus, he observes that botanic gardens can

suggest programmes, but the impetus must come from the originating school

organizations. Clearly the botanic garden in any community represents a resource

agency that can be tapped by the school system, but unfortunately the resource is

often left dormant because of a lack of interactions between the two organisations.

Therefore, there arises the need to develop some successful co-operative educational

programmes between botanic gardens and education systems.

Pushpangadiln (1 994) reported that botanic gardens are visited by millions

of people each year. They arc thus ideally suited to perform a very important role

in education in the whole field of nature conservation. This aspect is very explicitly

seen in the mission statements of various botanic gardens and it clearly defines the

vital role they play in the conscrvation of plants both insitu and exsitu. (Leadlay

1993).

The mission uf the Royal Botanic Garden Sydney, Australia is: "To increase

knowledge, awareness and understanding about plants, their importance and their

conservation, by managing and displaying living and preserved collections and

through botanical and horticultural research".

The purposr of Limbe Botanic Garden Project, Cameroon is: "To become

a regional centre for the conservation and sustainable ut ilisation of biodiversity in

Equatorial Moist Central West Africa."

There of the Royal Botanic Garden, Kew, UK is: "to enable better

management of the earth's environment by increasing knowledge and understanding

of the plant kingdom-the basis of life on earth."

National Botanical Institute, South Africa is "to provide the facilities,

knowledge and expertise necessary to ensure the conservation, sustained use,

appreciation and enjoyment of South Africa's exceptionally rich flora and vegetation."

There have been some successful co-operative programmes where garden

educators have developed the plant conservations. Mexican Botanic Gardens have

developed course lectures, worksllops, guided tours and varied research programmes

for various sections of the society. They have designed programmes for teachers

from elementary school to high school who are working with a large number of

students. (Linares, 200 1).

The success of botanic garden education activity is that they include a

practical activity where the participants can touch the plant material or smell it.

Thesc activities help the students to feel and familiarise with the plants. This will

motivate them to know marc about the plants that they use every day.

Royal Botanic Garden, Kew, became the cradle of environmental education

instrumentalising it as a very effective tool for propagating bcological education

especially among the school children. This has produced a new teaching resource,

'Plants across the curriculum' to introduce children between 8 and 13 to the

world's treasury of plant life and the vital role it plays in our lives. Ten to

fifteen courses are given through out the year. Each course consists of 30

hours of instruction and is taught by the staff of Botanic Garden and the

Department of Botany at the university. The courses include plant classification

and identification, plant use, gardening, etc. Field trips, workshops and

visits to garden and exhibitions are included in these courses. (Ailena & Julia,

1995). I \

Sir Harold Hiller Garden and Arboretum (SHHGA) provides educational

service for schools. Besides giving information and advice to schools on the best

methods to address environmental education, certain programmes are also conducted

in the garden for students. The most commonly used activity is the 'Leaf Slide'

programme. Each child collects a leaf, or an assortment of leaves, according to its

shape, colour, etc. Each leaf is placed between the halves of the slide frame and

the slide is held up to the light. In summer, freshly picked green leaves are

translucent due to water content, autumn leaves appear as darker. South (1999)

claims that this activity can be used in a number of contexts and programmes (a)

leaf shape and form (b) distribution patterns (c) discussion of a plant's water 1 needs. (d) photosynthesis (e) classification and keys (venation is used) (f) colour

comparisons (g) 1 istening (h) talking and describing (i) stimulatjon for imagination

and creativity.

The Fautino Miranda Museum and Botanic Garden has been running an

annual summer course since 1993. The course which runs for 15 days, is for

children between the ages of eight and fifteen years old. All themes developed

during the course are in relation to the use, conservation, and biology of plants.

The Botanic Garden Foundation, Colombia has developed a 45 hour

theoretical environmental course. The principal objective of the course for primary

and secondary levels is to train volunteers, students and community leaders in new

educational methods, basic ecological concepts and teaching applications. The

methodology includes individual and group work, analysis of videos and library

text and occasional trips to zones of ecological interest.

Botanic gardens have an obvious vital role in supporting classroom teachers.

Research in the United Kingdom indicates that teachers want programmes that are

practical in nature, giving them models and activities that they can easily apply to

their every day work. It also indicates that teachers appreciate in-service training

which takes place outside the school, giving them a chance to 'stand back' from

the normal work place. (Ailene & Julia 1995).

The State botanic garden of Georgia initiated a workshop for students to

work with endangered plant' network in 1996. Through this project students work

to increase the number of plants on their school grounds by adding common and

endangered plant species on thcir sight. Sllenk Rr Ceska (2001) claim that the

project offers many opportunities for student ll~volvement in science inquiry. Teachers

spend time observing native plants and learning answers to the questions. Teachers

quickly discover that there are a multitude of inquiry possibilities to interest and

challenge their students Chelsa Physic Garden runs a one day In-Service training

course for secondary and tertiary teachers. The aims of the one day course were:

a to demonstrate the diversity of plants

a to discuss what a species is

to explore the properties of materials using plants

to present the Chelsa Physic Garden as an educational resource

(TR-TR)

Conservatoire at Jardin Botaniques (CJBG), Geneva, Switzerland has

transformed a small house within the garden to provide a classroom and meeting

place. The building which can accommodate 20 people is equipped with basic

audio visual materials as well as office and storage space. CJBG has produced two

new volumes in their educational series which include worksheets and drawings.

The volumes are (i) What does a Botanic Garden do?. (An introductory programme

for teachers) (ii) Tropical discoveries and observations focusing plants useful to

humans. (Ailena & Julia 1995).

Providing educational experiences for the public was selected by the highest

percentage of garden directors as a very important purpose of North American

public gardens. Therefore, public gardens conduct a varied array of programmes to

fulfil the educational, aesthetic interpretative and entertainment purposes. Some of

the programmes are aimed specifically for children, students or professional

horticulturists while others are designed for adults or general groups. These activities

may take place in the garden, at nearby schools or community centres or in home

through radio or TV. Among the programmes that are most often scheduled are

guided tours and walks for general groups, special lecture demonstrations for

children, classes for adults and special exhibits. (Correl, 1980).

In New York Botanic Garden, educational activities for the public are

arranged at all levels from the very simplest observation of plants to serious formal

courses for adults. Formal course work for the public is very diverse, ranging from

single courses of one to eight sessions to formal two-year programmes that lead

to certificates in Botany, Horticulture or garden design. Children's Garden Craft

Programme is very effective because it deals with how to grow vegetables and

flowers. In its effort to bring successfully accurate information about plants to the

general public, in addition to the classes and exhibits the Botanic Garden has

embarked on a major programme of publications (Steere, 1969).

Gardens is the South east, West and Canada place the most emphasis on

children's programme and gardens in the North East, Mid West and mountain

plains selected adult educational programmes as most important. 24% of the gardens

supplement school progrnmes with preparatory or follow-up activities in the schools.

(Correl, 1980).

In a co-operative programme with New York city schools, approximately

20,000 children come to Brooklyn Botanic garden each year for instruction by

staff teachers. A leisure time programme on saturdays and in the summer attracts

more than 1000 additional children. In-service courses for teachers are still another

educational offering. 'Thus, (Balgooyen & Avery, 1969) reports that this garden is

acting in the dual role of offering people popular level educational opportunities

in horticulture and gardening and serving as a conservator of the world.

Nanging Botanic garden and six other institutions have joined together to

provide after-school scientific and educational base for middle and primary schools

in Nanging. The theme Love, Learn and Apply science have been adopted in the

hope that students will take advantage of the wealth of educational resources.

Nanging Botanic Garden introduced biology and horticulture to students through

environmental education.

The Young Ecologists' Club was set up with Moscow university botanic

garden with the aim of using the garden as a teaching resource for children living

in the city. After-school sessions were conducted for the students to learn more

about the natural world through observation, experimentation and practical work.

The aim of YEC is to.

(1) Develop the interest of children in plants and their life;

(2) Teach children to observe nature;

(3 ) Teach some specific aspects and general perspectives on the complex

re1 ationships of man and the biosphere;

(4) Study the relationhips between plants and other components of eco-

systems; and

(5) Teach children practical skills to enable them to work with

plants.(Andreeva & Parshin, 1999).

A short term work of environmental education applied to the medicinal

plants is going on in the Botanical Garden of Asunction, through the CEAM

(Centro de Education Ambiental de la Muncipalidad), the Centre of Environmental

Education of the city of Asunction. It consists of courses and workshops on

medicinal knowledge of the living plants, toxicity fand measurings, ,,the problems of

misuse and self-medication, familial planning, etc.These courses are primarily aimed

at sellers of medicinals, teachers, healthcare and environmental promoters in the

different districts of the capital. The educational activities could also be decentralized

through a small and mobile interactive exhibition presented in a bus. (Roguet,

1999).

More than 1000 students and visitors visited an ex hibition entitled 'Promoting

biodiversity conservation' organised by Shenzhen Fairy Lake botanic garden. Many

of them asked questions about biodiversity conservation and the visitors were

supplied with a souvenir set of four bookmarks, all of which were in the shape

of different leaves aimed at demonstrating plant biodiversity. (Lucy & Julia, 2000).

As far as India is concerned Indian Botanic Garden, Culcutta with its

picturesque vistas, some delightful lakes with marvelous lotus, waterlilies and vast

greeneries serve as a source of inspiration, education, research and recreation to

millions of visitors to this garden throughout the year from India and abroad.

Special facilities for visitors are available in the form of guided botanical trips

inside the garden on Sundays and holidays. Other activities include extension services

through open week exhibitions, flower shows, film shows and distribution of

materials during Vanamahotsava (Chakraverty & Mukhopadhyay , 1990).

I n the Gurukula Botanical Sanctury at Kodaikanal workshops and

programmes are undertaken for school students, youths, nature clubs, botany students

etc., around the central theme of conservation and sustainable living. Seshan (1999)

reports that during local school visits enough time is spent in looking at and

discussing the forest world and exploring the feelings and impressions it arouses

in their minds. And this is done through a playful exploration of plants, an excited

and eager rediscovery of their native landscape and wild community. She emphasises

that the understanding of nature needs a direct involvement, in whatever way, and

it can happen in city parks, with a home garden, or trips out to the wilderness.

Tropical Botanic Garden and Research Institute (TBGRI), Trivandrum is

playing a significant role in providing Environmental Education through botanic

infrastructure available in the garden. Presently in South India TBGRI is undertaking

innovative ecological education programmes both for students and general public.

The plant wealth of this garden consists of more than 750 medicinal plants,

thousanda of wild trees, apart from orchidarium, palmeturn, conservatory,

bambooseturn and fernarium. There exists in TBGRI an incredible opportunity for

imparting environmental education to students and general public. Pushpangadan,

the Director, in his presidential address on the occasion of the inauguration of the

environmental education programmes in TBGRI in 1995 stated that institutions like

TBGRI can function as a nodal agency in evolving and developing suitable

interpretative educational materials and co-ordinating, implementing and monitoring

the action programes at various schools and colleges in the State. Accordingly

TBGRI is being engaged in structuring, developing and implementing environmental

education programmes to students to observe, understand and appreciate the natural

resources and to use these resources judiciously for our sustenance. The present

research attempt is the outcome of such an environmental activity conducted in

TBGRI.

The conclusion emerging out of this literature survey concerned with botanic

garden education is that even though the size and resources vary hugely, botanic

gardens are united in the important role that they must play in preservillg the

world's biodiversity. Thus, Bota~lic Gardens present the opportunity to be close to

nature and to learn about plants. The diversity within the plant kingdom can be

demonstrated and children would acquire knowledge in an incidental and informal

way and would be able to retain it permanently. Moreover learning through

environment is very enjoyable. Another benefit from this approach is that children

would learn many desirable atiitudes and also develop observational skill and

scientific approach. Botanic Garden is a shop window for conservation education .

and therefore the youngest pupils in school groups to the oldest pupils in our

continuing education programme can carry the message about the global crisis

attributed to environmental dcgradation to a wide audience. Thus a new trend in

education associated with botanical gardens is emerging. The transition from passive

forms of education to active ones is obvious. The new circumstances have defined

a new role for the botanic garden as a unique place for environmental education;

in fact one could not find a better place for it.

2.4.0 Summary of the Literature Review and Previous Research

The literature review endeavour undertaken and presented above reveals

many interesting bits of information about the role of man in conserving

the environment and how environmental education as a means can change the

attitude of people in conservation. Also, these theoretical foundations were

further strengthened by the above studies. Hence, the existing literature with

sufficient authenticity establishes that environmental degradation is attributed

to economic developnlcnt and there is an urgent need for developing region

specific environmental education programmes and cornpatiable curriculum

modules.

Environmental education scenario

Further literature investigations reveal that within the total environmental

education framework, this type of study is the most pivotal one, as the same is

having multi-faceted pathways and consequences and therefore the most effective

tool in maintaining a harmonious relationship between nature and man is

environmental education and awareness.

The contributions done by organisations like IUCN (1970), and many

international and national conferences like Stockholm (1972), Tbilisi (1977) and

Earth Summit ( 1 092) establish the fact that environmental education is the most

effective step in controlling environmental degradation. They thus initiate and maintain

sustainable development process.

The process of environmental education

The works done by organizations like United Nations (1987) Bmndland

Commissions Report (United Nations 1987) and UNEP (1989) The State of World

Environment and many others like Branch (1983), Dayal (1987) and Abraham &

Nair (1998) helped to establish that school children is the major target group to

receive environment cducation and from various perspectives school is an important

base centre for environmental education and action and this is supported by adequate

field study.

Methodology / Field visit

Studies done by Ebel (1969), Crompton & Sellar (1981), Palmer & Neal

(1994) and many others show that out of school activities is the most compatible

method for environmental education which, in the long term, helps to create

sustainable dcvclopment. The above studies also point out that the immediate

environment (natural or huil t) is the richest resource base for environmental /

ecological education.

Cook (1978 / 70) and Saxena (1999) suggests that environmental education

requires a different methodology. Survey, experimentation and problem solving are

more effective than lecture and demonstration methods. Studies conducted by Hoff

(1950), Padmavathy (1985) and Ambika (1993) reveals that field trip plays an

important role in the teaching of biology. Vandersteen (1966) and Joseph (1 976)

stated the importance of natural resource base for teaching biology. Shoemaker

(1977) revealed that ecological concepts can be presented effectively at secondary

school through field cxcersices. Deopuria (1984) and Nair (1989) concludes that

environmental approach helps in developing positive attitude, stimulating cognitive

aspects, psychomotor skills and better retention capacity in students. All these

studies reveal that in one form or another, environment has a presence in school

programme for as long as there have been schools.

Environmental Education in Botanic Gardens

Other than schools, botanic gardens, zoos, NGOs can also undertake

environmental education activities. The studies conducted by various botanic gardens

like Royal botanic garden Kew, North American Public gardens, etc., show that

botanic gardens are ideal places for students to observe and understand the different

varieties of plants. The above studies also point out that a nature trial through

these gardens provides a living lesson on ecology. Moreover, such activities play

fundamental role in the field of biodivcrsity conservation by motivating the students

and creating interest in nature and its protection.

Though significant research efforts in environment education are made in

different parts of the world, such studies are very few in the case of botanic

gardens of India.

The studies done by Manuel & Exammal (1988), Ross (1994) Suni (2000),

Valsala (2002) provides some useful insight and reflections into the process of

learning.

Thus, from the ahovc literature survey / review the investigator observes

that:

(1) Research efforts on environmental education were not adequately

undertaken in the botanic gardens of India when compared to the

developed countries.

(2) An area of education in the botanic garden relates to the programmes

allied with schools- primary, secondary, or tertiary. Botanic gardens

can suggest education programmess, but the impetus must come from

the school organizations.

(3 ) Sufficient research efforts were made so far as international agencies

are concerned but number of research attempts in India to establish

biodiversity conservation is very few.

(4) Empirical studies to establish the potential of field visit as an effective

tooi for science education are also very few.

( 5 ) Activities that can play a fundamental role in the field of conservation

(especially biodiversity conservation) by motivating the students

and creating interest in nature and its protection are yet to be

( 6 ) To develop successful and effective education programmes or a strategy

collaborating with schools and botanic gardens is most urgent As the

research scenario (especially research related to environmental education

and biodiversity conservation )happened to be so, the present research

attempt aims at using nature as a teaching / learning laboratory for

environmental education. Botanical gardens are ideal places to teach

people about the richeness of the plant kingdom and therefore the

scope of education is endless in botanic gardens. There is a need to

f ind the ways of using botanic gardens more effectively for

environmental education using nature a s a teaching /learning laboratory.

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