APPROACH TO TEACHING ENVIRONMENTAL EDUCATION IN SCHOOLS

Environmental Goal

The goal of environment action is:

To improve all ecological relationships, including the relationship of humanity with nature and people with each other.

There are, thus, two preliminary objectives:

 For each nation, according to its culture, to clarify for itself the meaning of such basic concepts as "quality of life" and "human happiness" in the context of the total environment, with an extension of the clarification and appreciation to other cultures, beyond one’s own national boundaries.

 To identify which actions will ensure the preservation and improvement of humanity's potentials and develop social and individual well-being in harmony with the biophysical and man-made environment.

 Environmental Education Goal

The goal of environmental education is:

To develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones.

 Environmental Education Objectives

The objectives of environmental education are:

 Awareness: to help individuals and social groups acquire an awareness of and sensitivity to the total environment and its allied problems.
 Knowledge: to help individuals and social groups acquire basic understanding of the total environment, its associated problems and humanity's critically responsible presence and role in it.
 Attitude: to help individuals and social groups acquire social values, strong feelings of concern for the environment and the motivation for actively participating in its protection and improvement.
 Skills: to help individuals and social groups acquire the skills for solving environmental problems.
 Evaluation ability: to help individuals and social groups evaluate environmental measures and education programmes in terms of ecological, political, economic, social, aesthetic and educational factors.
 Participation: to help individuals and social groups develop a sense of responsibility and urgency regarding environmental problems to ensure appropriate action to solve those problems.

 Characteristics of Environmental

 Environmental education should be INTEGRATED into the whole system of formal education at all levels.

 Environmental education should be INTERDISCIPLINARY in nature.

 Environmental education should adopt a HOLISTIC perspective which will examine the ecological, social, cultural and other aspects of particular problems.

 Environmental education should be centered on PRACTICAL PROBLEMS related to real life.

 Curricular patterns for environmental education

 Single-subject approach: where components are drawn from a SINGLE academic discipline

 Interdisciplinary approach: where components are drawn from two or more academic disciplines and focused SIMULTANEOUSLY on a single topic.

 Multidisciplinary approach: where components are drawn from two or more academic disciplines and focused SEQUENTIALLY on a single topic.

 Holistic approach: where there is co-ordination of separate courses such that the diverse fragments of knowledge and understanding are WOVEN together.

Educational strategies for environmental education would be conditioned by the concept to be learnt, the learning situation and the means available for the learner.

Apart from the traditional teaching methodologies currently employed such as lectures (classroom teaching) and discussions, there are several interesting approaches to environmental education that can be effectively used in our schools today. The following illustrates some such techniques.

 An inventory of Teaching Competencies for Environmental Education

The environmental education teacher should be able to understand and use the following:

A. Educational technology such as:

 instructional modules
 inquiry techniques
 investigative laboratory activities
 individualized instruction techniques
 lessons which reflect environmental processes

B. Audio-visual aids:- preparation and use of aids

C. Library resources
D. Educational methodology such as:
• techniques of questioning
• visual aids appropriate to the topic
• activity-oriented teaching
• instructional games
• role playing and simulation
• group dynamics

 Community resources - such as individuals, organizations and natural resources
 Organize and supervise field trips
 Plan and equip a laboratory for environmentally related practicals
 Be familiar with various curriculum materials, journals and environmental organization
 Mathematical skills
 Laboratory procedures and techniques

 Environmental education programs are ideal for both the formal and non-formal channels of education because it involves participation by the individuals and the activities could be carried out either individually or in groups with little or no supervision. Environmental activities such as group projects are ideal channels for preparing young citizens to understand and practice responsibility and participate in a collective understanding of life situation which have a direct bearing on their quality of life. This could also provide an excellent opportunity to enhance national unity and racial integration since environmental issues transcend political, geographical and racial barriers. It only helps one to:

 understand the complex nature of the environment and how crucial it is to maintain it,
 be aware of the physical, biological and social interactions, and acknowledge it as a life science since life depends on the environment.

SOURCE: Consumers and the Environment for School Teachers

The author of this article is Asst. Professor, Pioneer Institute of Professional Studies, Indore