ENVIRONMENTAL AWARENESS

INTRODUCTION
R i s i n g e n v i r o n m e n t a l c o n c e r n s l e d t o e m e r g e n c e o f t h e c o n c e p t of s us t a i n a b i l i t y i n t h e l a s t h a l f o f t w e n t i e t h c e n t u r y . T h e t e r m s u s t a i n a b i l i t y f o c u s e s o n m a i n l y t h r e e c o n c e p t s : E c o n o my , e c o l o g y a n d e q u i t y . T h e r e f o r e s us t a i n a b l e d e v e l o p m e n t r e qu i r e s p o l i c i e s a n d a c t i o n s o n b o t h e c o n o mi c a l an d e c o l o g i c a l a s p e c t s o f d e v e l o p m e n t , a n d f o r a l l c l a s s e s o f t h e s o c i e t y , al s o r e g a r d i n g f u t u r e g e n e r a t i o n s . Environmental education is a life-long process and must be dealt carefully in order to create environmentally concerned and responsible societies. H i gh er e d u c a t i o n c o m mu n i t y i s o n e o f t h e m a j o r a c t o r s i n e n v i r o n m e n t a l ed uc at i o n a n d s u s t a i n a b l e d e v e l o p m e n t . H i g h e r e d u c a t i o n a i m s t o r a i s e r e s p on s i b l e a n d c o m p e t e n t i n d i v i d u a l s w i t h k n o w l e d g e , s k i l l s a n d v a l u e s w h o w i l l c o n t r i b u t e t o a n i mp r o v i n g w o r l d . T h e r e f o r e , h i g h e r e d u c a t i o n c a n pl ay a p i v o t a l r o l e i n t u r n i n g s o c i e t y t o w a r d s u s t a i n a b i l i t y . H e n c e , t h e i m po r t a n c e o f s c o p e a n d t a r g e t s o f e n v i r o n m e n t a l e d u c a t i o n i n h i g h e r ed uc at i o n c u r r i c u l a mu s t b e w e l l r e c o g n i z e d . E n v i r o n m e n t a l e d u c a t i o n a i ms t o e q u i p t h e i n d i v i d u a l s w i t h k n o w l e d g e , at t i t u d e s a n d s k i l l s i n o r d e r t o r a i s e c o n c e r n f o r t h e e n v i r o n m e n t a n d t o w o r k t o w a r d s s o l u t i o n s o f e n v i r o n m e n t a l p r o b l e m s a n d t h e p r e v e n t i o n of ne w o n e s . S o f a r , e n v i r o n m e n t a l e d u c a t i o n p r o g r a m m e s h a v e m a i n l y f o c u s e d o n i n c r e a s i n g e n v i r o n m e n t a l k n o w l e d g e t o c h a n g e e n v i r o n me n t a l be ha v i o r . H o w e v e r i t i s s t i l l o n t h e d e b a t e w h e t h e r k n o w l e d g e l e a d s t o c h an ge s i n a t t i t u d e a n d b e h av i o r .

ENVIRONMENT
Definition: Environment literally means surrounding and everything that affect an organism during its lifetime is collectively known as its environment. In another words Environment is sum total of water, air and land interrelationships among themselves and also with the human being, other living organisms and property. It includes all the physical and biological surrounding and their interactions. Environmental studies provide an approach towards understanding the environment of our planet and the impact of human life upon the environment. Thus environment is actually global in nature, it is a multidisciplinary subject including physics, geology, geography, history, economics, physiology, biotechnology, remote sensing, geophysics, soil science and hydrology etc.

Scope of Environmental Science

Environmental science is a multidisciplinary science whose basic aspects have a direct relevance to every section of the society. Its main aspects are: Conservation of nature and natural resources. Conservation of biological diversity. Control of environmental pollution. Stabilization of human population and environment. Social issues in relation to development and environment. Development of non-polluting renewable energy system and providing new dimension to nations security.

Need for Public Awareness

With the ever increasing development by modern man, large scale degradation of natural resources have been occurred, the public has to be educated about the fact that if we are degrading our environment we are actually harming ourselves. To encourage meaningful public participation and environment, it is necessary to create awareness about environment pollution and related adverse effects. The United Nations conference on Environment and Development held in Rio-de-Janeiro, followed by Earth summit on sustainable Development have high-lighted the key issues of global environmental concern and have attracted the general public towards the deteriorating environment. Any Government at its own level cant achieve the goal of environment conservation, until the public has a participatory role in it. Public participatory role is possible only when the public is awared about the ecological and environmental issues. In short, if we want to manage on planet earth, we would have to make the entire population, environmentally educated. The objectives of environmental awareness should be: Improving the quality of environment. Creating an awareness among conservation. people on environmental problems and

Creating such an atmosphere as people making process participate in decision programmes.

find themselves fit enough to of environmental development

Ecosystem
An ecosystem is the ecological unit consisting of biotic factors (living) and abiotic factors (non-living) in a specific area. For example forest, grassland, desert, aquatic etc.

Structure and Function of an Ecosystem An ecosystem has two types of components 1. Abiotic 2. Biotic. 1. Abiotic component includes (A) Physical (B) Chemical 2. Biotic component (1) Producers /Autotrophs (2) Consumer/ heterotrophs 3. Decomposers Producers: They are chlorophyll bearing, self nourishing organisms, which prepare organic compounds from inorganic raw materials, through the processes of photosynthesis e.g. all green plants. Consumers: They depend on the energy, produced by the producer. Different categories of consumer are herbivores, carnivores and omnivores. Decomposers: They attack on dead animals, producers etc. and convert the complex organic compounds, locked in to them in to, simpler compounds (by the process of decomposition and disintegration) and then recycle all the nutrients back. For example bacteria and fungi.

Ecological Succession
The slow but continuous replacement of ecosystem over a period of time in any particular area is called ecological succession. It occurs due to environmental changes. The colonial establishment and extinction of species fall under this process. Through this way the plants and animal species change gradually.

Types of Succession 1. Primary 2. Secondary Primary succession: The area which is the lifeless and unexposed to any life is occupied by a living community for the first time is known to as primary succession of that land. Secondary succession: When a new biotic community replaces an already existing biotic community then this type of replacement is known as secondary succession. For example farm garden or parlous etc.

ENVIRONMENTAL KNOWLEDGE AND AWARENESS

The students were given a list of popular environmental non-governmental organizations (NGOs) in India and asked whether they had knowledge about them. The best known NGO (97.7%) is Greenpeace which appears regularly in the media. The students were asked to write down a definition for the term environment. Later, according to the scope of the expressions, the written definitions were classified as correct and incorrect/inadequate by the researchers. Neither grade of the students (p>0.05,p=0.922) nor their parents educational background (p=0.831 for fathers educational background, and p=0,939 for mothers educational background) has significant correlation with the correctness of the definitions. The students were also asked about their knowledge on Kyoto Protocol and impacts of global warming. Both were multiple choice questions. First,students were asked to mark the name of the protocol which covers the measures for global warming, and then they were asked to mark the impacts of global warming out of 7 options. 5 options were the impacts of the global warming, and only the students who marked all the right options were regarded informed on the subject. Table shows the knowledge levels of the students on these subjects. A statistical significance was not found between the knowledge levels and the students grades (p>0.05 p=0,630 for Kyoto Protocol question and p=0.202 for the impacts of global warming question). Students were asked to write what they thought was the most important environmental problem in Faridabad. Air pollution seems to be the most important environmental problem for the students. Figure shows the distribution of the results. Then they were asked to write most important factor for the environmental problems in Faridabad. Students think that lack of environmental awareness is the most important factor (28.4%) responsible for environmental problems. Students were given a list of activities (such as establishment of solid waste landfills, construction of green areas and parks, and supplying drinking water), for which municipalities are responsible, and asked to identify the responsible authority. The options also included other local and national authorities such as Ministry of Environment and Forestry, and Ministry of Agriculture and Rural Affairs. The percentage of correct answers was given in Table. There is a statistically significant (p<0.05, p=0,002) correlation between students grades and their answers.

Table 1. The parents educational background.

Degree Literate Elementary school Secondary school High school Higher education No answer Total

Mother's Edu. Background% 4.6 8.5 36.2 48.8 1.9 100

Father's Edu. Background% 1.4 12.2 12.2 43.2 31 100

Table 2. Students definitions of the term environment.

1 Correct definition Incorrect or inadequate definition Total

st

year (%) 33.1 66.9 100 100

Final year (%) 33.7 66.3 100

Total 33.3 66.7

Table 3. Students knowledge on Kyoto protocol and impacts of global warming.

1 Kyoto protocol Correct answer Incorrect answer Total Correct answer Incorrect answer Total

st

year (%) 57.3 42.7 100 26.6 73.4 100

Final year (%) 53.9 46.1 100 19.1 80.9 100

Total (%) 100 100

Impacts of global warming

100 100

Table 4. Knowledge of authorities responsibilities.

1 Correct answer Incorrect answer Total

st

year (%) 36.6 63.4 100

Final year (%) 58.6 41.4 100

Total (%) 45.7 54.3 100

CREATING CULTURALLY DIVERSE CLASSROOMS

To avoid learning outcomes that reflect negative, unrealistic, and fragmented biases, make sure curriculum and other resources, such as audio visual, bulletin boards, and posters, represent both males and females in supportive and nurturing roles within the family. To address invisibility make sure each cultural group in your class as well as individuals with exceptionalities are also depicted in a positive light. The following is a list of suggestions to facilitate the creation of a culturally diverse classroom. 1. Since teachers are models for their students they should use language that respects all diversities. An example would be to use person first language by referring to the student first, such as the child with special needs rather than the handicapped student. 2. Discuss contributions of Indians who are minorities or from other cultures. 3. Display articles and advertisements that discuss diverse cultures. 4. Display simple phrases or label items in the classroom in multiple languages. Visual aids are more effective when they are graphic and pictorial. 5. Build a classroom community where all are treated with respect 6. Use cooperative learning and activities that enhance a mutual respect and ones that allow students to learn about each other. 7. Treat each culture as a unique culture by not lumping together all minorities or exceptional. 8. Encourage participation of all students even if it requires the uses of nods, hand signals, and visuals. 9. Use peer tutoring and collaborative activities to assist students. IMPLEMENTING EDUCATIONAL STRATEGIES By receiving appropriate services and support, individuals with exceptionalities are able to achieve at levels that were once considered impossible. This includes graduation from high school, going to college, attending vocational/technical school, and becoming gainfully employed. However, students may have needs that challenge the knowledge and resources of teachers and programs. Students that GoI has identified as mentally retarded or cognitively impaired may be the most challenging in regard to what constitutes appropriate services and support. When focusing on students with cognitive impairments, the major approach is habilitation. Habilitation is essentially preparing students to become successful adults. This is accomplished by teaching the most basic and functional skills. Functional skills are those skills, which are required for the successful completion of everyday life tasks and the skills required to keep a job. These skills include beginning work promptly,task engagement, task completion, and cooperating with co-workers. When planning to meet the diverse needs of your students it is very important to know your audience. The teacher must have knowledge of the stages of learning and of the various learning styles. They must also provide more than one mode of presenting information and use alternatives such as pictures, translated materials, and physical modification of equipment. When working with students with exceptionalities, highlight the strengths of the individual student. Here are some suggestions that are functional in nature. 1. Make appropriate accommodations and modifications in your teaching and assessing so that all children have their needs met. An accommodation is when you do not change the curriculum or standards. An example for an accommodation is when you have a student following a recipe which requires chopped onions. The student can use a pizza cutter to chop the onions if using a knife is difficult. The standard is not changed. A modification is when you do change the curriculum and standards for a

2. 3. 4. 5. 6. 7.

student. If that same student uses onion flakes rather than chopping fresh onions because of some reason she/he cannot chop onions, then a modification has been made because the standard has been altered when the psychomotor skill was deleted. When using computer programs to translate, it is better to use isolated words and phrases. When whole paragraphs are translated meaning may be loss so it may help to use bilingual professionals to promote accuracy, communication, and instruction Organize a service event that the class orchestrates. This can be a local event such as a blood drive, a recycling project. It can also be a national service event for the victims of natural disasters suffered in our country. Create a Parent Resource Library where books on parenting and community programs are available on loan. Create a classroom Web page or newsletter and feature a specific student each week. To increase attention and retention of what is being taught provide opportunities for practice and repetition, problem solving activities, and application of new ideas and information to daily life. This makes learning relevant for the student. Service learning, which benefits all students, is an effective teaching strategy for at-risk students. This strategy can be one of the factors in promoting resiliency. Service learning projects require students to give to something beyond themselves such as family, peers, and community. It involves addressing real life problems while utilizing the content of course standards. Service learning can easily be incorporated nto the family and consumer sciences curriculum and the student leadership organization. Students gain decision-making skills and increase problem solving skills, collaboration, and communication skills. Service learning projects are helpful in changing the climate of the classroom to one that is focused on helping others.

DEVELOPMENT OF SCALE
Cause of pollution Conservation of soil forest,air etc. Energy conservation Conservation of human health Conservation of wild-life and animal husbandry.

Seventy one statement based on the above five dimensions were prepared. They were subjected to expert judgment where every item was required to be passed on its relevance to the content and criterion of Environment Awareness. Experts were requested to content validate the scale items. This was done with a view to establishing content validity of the scale items. On the basis of their opinion and comments 10items had to be re-framed and 20 were deleted for overall ambiguity. A list of 51 items were then finalized. In order to make the test widely usable ,items were prepared in Hindi and English both. For doing item analysis 100Ss were randomly selected from high schools and inter colleges of from Faridabad. Their responses were scored by using Agree/Disagree category of Agree in the case of positive items and Disagree in the case of negative items. Item analysis was done by using extreme group comparison method. Response frequencies along-with assigned values for the items were tabulated on a master sheet. Then total scores of the respondents were examined carefully. After that these scores were arranged in descending order .Then from the total cases ,top 27%and bottom 27%case were taken to

form two groups. The percentage of the scores of the two groups were calculated item wise .After that biserial correlation coefficients between the scores of two groups were calculated on the basis of flander table .These correlations were carefully examined and items showing zero or below 20 value were deleted for being unsatisfactory. Thus,the final form contains 51 items.

RELIABILITY
Three indices of reliability were determined. Split half reliability was found 61,secondly it was calculated by K R method and was found 84 and thirdly ,it was determined by test retest method. Two test retest reliabilities were determined. One After an interval of three months and other of 6 months and the values were found 74 and 71 respectively. Thus ,the EAAM bears an adequate degree of reliability. Reliabilities are shown in the following table. Table Reliabilities K-R Method Test-retest Method Time gap of 3 months N=100 84 N=50 74 Time gap of 6 months N=50 71 N=50 61 Split-half Method

VALIDITY
To determine validity of the Environment Awareness Ability Measure coefficients of correlation between the scores of the present scale and Environment Awareness Scale of Tarniji was computed. The coefficient of correlation was found to be 0.83.The scale also possesses face and content validity since each item was judged by experts.

SCORING
There are 51 items in EAAM .Each agreed item carries the value of 1 mark and each disagree item of zero mark but the negative items are scored inversely. Thus, on the total scale the scores ranged between0-51.The scale gives a composite scores of environment awareness ability of the subject .Negative items were indicated by the star-mark.

STANDARDIZATION
The scale was standardized on 300 boys and 300 girls randomly drawn from 1+2+3 classes of different schools and colleges of Jharsately and Prithala village of Faridabad.

The range of age was between 14 and 21 years.

NORMS
Norms have been prepared for the EAAM which are as follows-

Level of Environment Awareness High Average Low

Range of Scores 37-51 16-36 0-15

CONCLUSION
In the beginning of this study, it is assumed that all the students were provided with basic environmental knowledge during previous educational stages. Therefore we did not specifically focus on determining students knowledge on basic environmental issues. However, the results show that students are not able to define, even the basic term environment, fully and correct. They rather perceive the environment as a physical setting; ignoring biological, chemical, social, and economic aspects. Even 66.3% of the fourth year students responded incorrect or inadequate. On the contrary, we had assumed that fourth year students who study previously mentioned disciplines would provide more accurate answers. The findings show that a majority of the students think environmental education should be obligatory during all educational stages. This shows students are aware of the fact that education is needed to raise awareness in environmental issues. When students were asked to evaluate their attitudes towards the environment, most of the students (71.8%) said they know what they should do and they pay attention to protect their environment. However, less students seem to develop environmentally responsible behavior in their daily lives.

REFERENCES
Astalin, P.K. (2011). A Study of Environmental Awareness in Relation to Awareness towards Social Duty among Higher Secondary Students. Unpublished Doctoral Thesis, Banaras Hindu University, Varanasi. Best, J. W., & Kahn, J. V. (2008). Research in Education (10th edition). New Delhi: Prentice Hall of India, P.13. Bharti, Anita (2002). A Study of Relationship between Environmental Awareness and Scientific Attitude among Higher Secondary Students of Varanasi City. Banaras Hindu University, Varanasi. Gupta, A. (1986). A Study of Attitude of Teachers towards Environmental Education, Nehru Memorial Junior College. Pune 1996 (S.I.E.M.-Maharashtra Financed).

Jonson, B. and Christensen, L. (2008). Educational Research (3rd edition). New Delhi: Sage Publication, P.518. Read, A.D. and Pongracz, E. (2000). Public Waste Awareness and Green Consumerism a Comparison of Finish and British Practices. The 5th world congress on Integrated Resources Management, Toronto. Saha, A.K. (1997). Environment, Social Forestry and Community Awareness. Kurukshetra, Journal on Rural Development, Ministry of I&B, Govt. of India. Shahnawaj (1990). Environmental Awareness and Environmental Attitude of Secondary and Higher Secondary School Teachers and Students. University of Rajasthan. Singh, Gulzar (1991). A Comparative Study of Attitude towards Population Education and Environmental Education and Family Planning of Different Levels of Workers in Specific Occupations. Unpublished doctoral thesis, Punjab University. Singh, R.D. (2005). A Study of Scientific Phenomenon between Holistic Education and Bandhu, Desh and Dyal, R. (Eds.) (1999): Environmental Education for a Sustainable Future, Indian Environmental Society, New Delhi Das, Nandita (2001): A study on social and environmental impact of TV and radio programmes, Center of Media Studies, New Delhi Das, R.C., Baral, J.K., Sahu, N.C., Misras, M.K. (1998): The Environmental Divide The Dilemma of Developing Countries National Council of Educational Research and Training (1997): Fifth Survey of educational research 1988-92, Vol. I