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Chapter 3Chapter 3Chapter 3Chapter 3
REVIEW OF RELATED LIREVIEW OF RELATED LIREVIEW OF RELATED LIREVIEW OF RELATED LITERATURETERATURETERATURETERATURE
3.1 Studies related to Education for Sustainable Development
3.2 Studies related to Environmental Education
3.3 Studies related to Environmental Awareness and Attitude towards
Environment
3.4 Studies related to Learning Package
3.5 Conclusion
Review of Related Literature 76
In this chapter, an attempt has been made by the investigator to review some
of the important reported research studies and related literature that have got direct
bearing on the central theme of the research problem at hand. The studies thus
received are categorized under the following headings.
3.1 Studies related to Education for Sustainable Development
3.2 Studies related to Environmental Education
3.3 Studies related to Environmental Awareness and Attitude towards
Environment
3.4 Studies related to Learning Package
3.1 Studies related to Education for Sustainable Development
Inga and Ginta (2011) carried out an action research in exploring and
promoting ecological consciousness in teacher education. This research presented
the findings of a qualitative study with 39 first year students of pre-school and
primary school teacher education programmes who were taking an educational action
research based study course ‘Environmental Pedagogy’. The study aimed at engaging
the students in reflection on their experiences of interaction with nature and
deciphering their views on ecological consciousness. Qualitative content analysis
brought out emergent themes in students’ reflections. A conceptual framework was
outlined containing three frames of reference. They are (1) inclusion-oriented frame
of reference; (2) exclusion-determining frame of reference and (3) solution-oriented
frame of reference. Conclusions were drawn about the immense possibilities of
educational action research to encourage students’ reflective thinking on ecological
consciousness and building sustainable and inclusive relationships with the world.
Karpudewan, et al. (2011) conducted a study to incorporate green chemistry
curriculum to the student teachers enrolled in the chemistry teaching method course at
the University Sains Malaysia. Assessment of the impact of the experience on
student-teachers showed them to be intrinsically motivated in committing pro-
environmental actions. The environmental values and environmental attitudes of the
student teachers were observed to undergo change as well. This study has been shown
Review of Related Literature 77
that it is possible by educational means to encourage the inculcation of positive
environmental values and to teach the skills and cognitive basis required for active
participation as individuals and members of the community.
Buchanan and Griffin (2010) carried out a study on the views of student’s
opportunities and barriers with regard to maintenance and management of resources
in the context of a tertiary institution. A cohort of approximately 140 third year
primary teacher education students were surveyed to understand their views on the
value of, barriers to and opportunities for practical sustainability projects conducted
by students in their tertiary context. Such projects are a precursor to similar
endeavours that could be undertaken among the students’ school contexts.
John and Janette (2010) made a study to find a place for Environmental
studies. Education for sustainability engages not only curriculum, but demands
accurate responses in terms of management of resources and of grounds. It is affirmed
that inclusion of education for sustainability in the curriculum, whether in a school or
university context, is hollow and insincere in the absence of practical and social action
on site and perhaps beyond anything.
Makrakis (2010) conducted a case study in formulating and applying a critical
and transformative model to meet the demands of education for sustainable
development in teacher education. This reflective case study approach, including
focus interviews, reflexive journals and analysis of project-based works of 30 pre-
service teachers participating in an undergraduate course was employed to investigate
the discrepancy between the teachers constructivist conceptions and the actual
practice. The identified discrepancy seemed to be an outcome of the difficulty in
translating constructivism into teaching practice, but also of the misleading
conception of constructivism as a homogeneous philosophy. Through reflective
practice, the participants were able to deconstruct and reconstruct their theories and
practices of teaching and learning in more emancipatory ways addressing issues of
education for sustainable development.
Rajeswari (2010) conducted a study to investigate the student teacher’s
awareness, attitudes and classroom practices with respect to education for sustainable
development. Survey method was used for data collection. Questionnaires and attitude
Review of Related Literature 78
scales were employed as tools. The sample comprised of 300 B.Ed student teachers
selected randomly from various training institutes in Palakkad district. The findings of
the study showed that majority of the student teachers had little awareness regarding
the concept of ESD. Within this decade of education for sustainable development,
educational institutions need to increase their efforts to educate their students for a
sustainable future.
Kumari and Saroja (2009) conducted an experimental study titled
‘Effectiveness of Bio-centric Approach on the Achievement in Geography and the
Concepts of Sustainable Development among the Pupils of Standard Nine’. The study
revealed that Bio-Centric Approach is significantly effective in enhancing
achievement in Geography and sustainable development concepts.
Research in knowledge systems for sustainable development (KSSD) seeks to
determine how science and technology can be put into effective action at a local level.
Teachers in education for sustainability attempt to achieve the same goal. KSSD
research has indicated that success is context driven, that panaceas are inappropriate
and that knowledge systems at best provide solutions in evolution. Wensing and
Carlos (2009) tried to describe a teaching framework that they were developing to
support KSSD researchers and teachers in education for sustainability based ecology
of education. While a need for ecology in education may be apparent, there is an
equally important need for ecology of education. They argued that one cannot teach
ecology in education adequately without an appropriate ecology of education.
Rohweder and Virtanen (2009) carried out a study to find out how higher
education institutions could be proactive leaders in promoting societal changes for
sustainable development. In total, 30 researchers and teachers of Education for
Sustainable Development (ESD) from universities in the Baltic Sea Region
participated in developing a model on learning for sustainable development by
introducing educational cases and developing the important factors of ESD, based on
these cases, their own experience and theoretical knowledge. The critical factors of
ESD were analysed and categorised into contextual (integrative approach, time
perspective and spatiality), mental (value clarification, systemic thinking, critical
reflection and motivation building) and activity (partnership, cooperation,
Review of Related Literature 79
communication and participation) related aspects. By using these critical factors in
higher education, teachers can ensure that the outcome of the learning process will
increase competences for sustainability. The development of the model was based on
a constructive research approach rarely used in pedagogical research. Therefore, the
study increased the understanding of participants about this qualitative research
tradition.
Stephen (2009) made a study on sustainable development concepts. The target
group were teacher educators at the secondary level. The objectives of the study were
i) to evaluate how far the existing teacher education curriculum reflects the concepts
of ESD ii) to assess the awareness of teacher educators and student teachers towards
the concept of ESD iii) to develop a relevant module on ESD to be incorporated in the
curriculum of teacher education . Major educational implications of the study were
i) The concepts of ESD can be developed by suitable learning experience and
projects
ii) It should have an integrated approach
iii) Contents related to various perspectives of ESD should be practical oriented
iv) The focus will be on learning in ESD rather than teaching or just imparting
information
Tuncer (2008) conducted a study aimed at investigating university student’s
perceptions on sustainable development and changing lifestyles and examines the
effect of gender and enrolment on environment related courses. The results revealed
that while there was a statistically significant mean difference between boys and girls
with respect to perceptions on sustainable development, there was no such difference
between students who enrolled in an environment related course and those who did
not.
Lipscombe, Burek et al. (2008) made a study to explore the extent and type of
extra-curricular ESD- activities in UK universities and to record opinions about the
utility of such activities. A postal questionnaire survey of all UK universities was
carried out. Extra-curricular ESD-related activities were found to be widespread and
in 31% of cases there were only a primary approach to ESD was seen. Respondent
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opinions highlights the voluntary nature of extra-curricular activities and that can both
extend and limit the reach of ESD.
Beringer and Adombent (2008) examined sustainable university research and
development projects as part of the ‘greening the campus’ spectrum, yet distinct in
their precise and scientific orientation. Sustainable university projects sought
institutional transformation in strategic and systematic ways; they considered
universities as open, dynamic systems capable of learning and change. Within this
system, the two interlocking subsystems of academia and operations provide many
leverage points for development to become sustainable; when utilized together,
synergies for sustainability in higher education emergence may quicken whole-
systems transformation. Sustainable university research and development not only
describes and monitors such opportunities and processes of institutional
transformation, but directs institutional development toward a more sustainable
university.
Although children are regularly imparted environmental knowledge, this is
rarely transformed into concerned action, probably because it is not meaningful for
the learner and/or is highlighted at the expense of a personalized process of learning.
Research in education for sustainable development shows that apart from knowledge
acquisition feelings, psychological factors and active participation while learning are
important determinants of commitment. Fostering an attitude of responsible
environmental action is not dependent on what is delivered, but how it is delivered
and experienced.
Vanhear and Pace (2008) described the use of Vee Heuristics and concept
mapping as pedagogical tools within the context of primary school learning patterns.
It outlines illustrations of concept maps constructed before and after the learning
programme and discusses some implications of the findings. This paper suggested that
the use of Vee Heuristics and concept mapping along with an awareness of how the
child prefers to learn may be steps towards tapping-in the child’s internal conversation
so that educators can understand how each learner responds to incoming information.
Learning about environmental issues becomes socially relevant, meaningful and, in
the long run, conducive to improved environmental responsible behaviour.
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Cotton et al. (2007) used an online questionnaire to explore lecturers’ views
on sustainable development and its contribution to the higher education curriculum.
The questionnaire focused on a variety of different disciplines about their views on
appropriate pedagogy for ESD, and gave insights into the potential opportunities and
barriers to the incorporation of ESD into higher education. The study showed a wide
range of understandings of sustainable development within the institution and a high
level of critical debate about the concept itself. A fairly high level of support for
sustainable development was expressed across all discipline areas and a wide range of
suggestions about appropriate pedagogies for ESD were raised.
Iyengar (2007) suggested that reorienting education for sustainable development
was a proposal that is useful, but needs consideration in each country differently. One
will have to consider whether ESD should become part of curriculum or it should be
taught separately.
Mwaura (2007) made a research on the awareness about sustainable
development among the faculty of education at Catholic University of Eastern Africa.
The target population was 81 students and 13 lectures. Questionnaire included
questions pertaining to four key concepts in teacher education in line with Education for
sustainable development; demonstration of ESD knowledge, community engagements,
relevance of research carried out and proposal of ESD relevant studies. The data revealed
that Catholic University of Eastern Africa (CUEA) offered ESD based studies as part
of its holistic approach to teacher mentoring. However, the studies offered that were
relevant to ESD were not comprehensive and mostly lecture based.
Mai (2007) offered a qualitative research to study the process of implementing
sustainable development into education at Lund University. A survey and few
interviews were among the students to assess the current attitudes towards
sustainability. Academic directors are interviewed to assess what the current
situations regarding the process of inclusion of sustainable development into
education.
Mike and Ann (2007) conducted a study on student teacher’s conceptions on
sustainable development. Concepts on sustainable development were elicited using a
questionnaire completed by three cohorts of postgraduate students starting a
Review of Related Literature 82
secondary science teacher-training course (N = 123). Qualitative responses were
analysed in three ways: (i) development of categories to identify features of
sustainable development; (ii) study of individual responses for the presence or
absence of key features; and (iii) in contrast to these grounded approaches. Major
findings included, a substantial numbers recognised the importance of environmental
(72%), economic (53%) and social (31%) factors-but just 15% highlighted all three.
Corney (2006) carried out a qualitative study to identify the challenges faced
by Geography student teachers in their learning to teach education for sustainable
development in English secondary schools. The student teachers were participating in
a development and research study in the context of an established initial teacher
education programme consisting of contributions from school-based and university
partners. Data from a group of 19 post-graduate student teachers, from open
proformas and follow-up interviews, were analysed to identify what the student
teachers themselves saw as challenges. Three main areas of challenge were identified
and are discussed in depth, namely challenges related to the complexity of subject
matter, to teaching and learning approaches and strategies, and to differences between
student teachers’ beliefs about education for sustainable development and the context
for their teaching
Yang (2006) conducted a research to develop an effective and easy-to-use
ESD instrument to reveal teacher's beliefs about ESD. Quantitative research methods
and interview were used in this research. After analyzing relevant literature on ESD
and interviewing 16 Beijing geography teachers, it was found that the ESD beliefs
comprised two components namely sustainability values [VESD] and teaching beliefs
of ESD [TESD].The investigator prepared an VESD instrument with four dimensions.
These four dimensions were respect and care for the community of life; ecological
integrity; social and economic justice; democracy, nonviolence and peace. The
developed TESD instrument had three factors with good reliability and validity. These
three factors were namely: relevance to daily life, student's need in the future, and
integrated teaching.
Mani and Kumari (2005) prepared a project on Education for Sustainable
Development in Fragile areas. In this project about 20 eco-volunteers, were trained
Review of Related Literature 83
along with 1000 teachers. An educational package on sacred groves, which gave
background and data sheets explaining both methodology and the information to be
gathered, was given to them to teach students. These teachers and students had also
been involved in eco club activities, analysing their syllabi and their text books and
had developed a lesson plan manual for themselves with chapters on water, soil, air,
flora, fauna and energy. It is after collection and analysis of data on the status of
sacred groves using standard but abridged methods that children exhibited their
findings through charts, posters, photographs, skits and radio programmes.
Ogunyemi (2005) examined sustainable development within the context of
issues originating from the UN's declaration of a Decade of Education for Sustainable
Development (ESD), 2005- 2014. Africa's style of response to the ESD challenge
could be gleaned from the New Partnership for Africa's Development (NEPAD).
Nigeria already had a National Conservation Education Strategy which predated
NEPAD and served as the launching-pad for ESD-related activities and strategies for
the development of suitable knowledge, values, skills and perspectives. The paper
recommended that the country will only make a success of its current efforts if there
is the political will to learn from past mistakes and borrow from best practices across
the universe.
Kudi and Klepre (2004) gave an insight into a yearlong ethnographic study of
teachers’ individual attitude and a professional activity toward sustainability that was
conducted in the framework of primary school teacher study program carried out in
Daugavpils University. Documents of the study program, participant observation,
group work, individual work and reflexivity statements about the most essential issues
of sustainable education served as the sources for data collection. Research showed
that orientation to sustainability is more characteristic for teachers’ individual attitude
than for their professional activity.
Jergensen (2003) conducted a study on the topic Education for Sustainability:
Developing a sustainable strategy for Zakolany School. Even though the importance
of formal education systems in relation to environmental and social problems are
increasingly emphasised in international agreements and conferences, the process of
implementation in schools seems to be very slow. One important aspect of Education
Review of Related Literature 84
for Sustainable Development is the connection between schools and their local
environment. The purpose of study was to explore the potential in involving external
actors in the local educational system, in the primary school of Zakolany, a village in
the Czech Republic. The main findings of the study showed that there were possibilities
for village schools to find synergy between their quest for survival and the
implementation of Education for sustainability.
Summers and Kruger (2003) brought out a work about the nature of
sustainable development and education for sustainable development (ESD). It
described how nine primary school teachers translated a particular conceptualization
of ESD into classroom teaching and learning. The conceptualization which informed
the work was that set out in a report produced by the Panel for Education for
Sustainable Development, a working group which gave its advice on the introduction
of ESD in the revised National Curriculum for the year 2000. The findings were based
primarily on interviews with teachers and pupils, both before and after teaching.
Meena and Kalyani (1999) developed a Trainer’s manual on Education for
sustainable development for Centre for Environmental Education (CEE). This manual
was designed for the use of trainers in integrating sustainable development issues and
concerns in their training programmes. It can be used to provide an orientation to
sustainable development issues in a variety of training situations- teacher training,
training of NGO personnel, training of environmental educators etc. The manual
discusses a variety of issues including sustainable and unsustainable development,
population, biodiversity, agriculture, human health etc. The trainer may be chosen to
do a complete module using all the activities in the manual or may select specific
activities to fit into an ongoing training programme.
3.2 Studies related to Environmental Education
Sra (2012) conducted a research on the effect of teaching Environmental
Education on the environmental awareness and attitudes towards environment among
students after teaching the subject of Environmental Education at undergraduate level.
To test the difference in the environmental awareness and attitude towards
environment of the students after studying EE, a sample of 300 students was drawn
from five randomly selected colleges of Chandigarh. The sample of the students was
Review of Related Literature 85
taken from the first year of the undergraduate class. Findings of the study showed that
Environmental awareness and attitude toward environment are correlated to each other.
The students who had higher environmental awareness had more favourable attitude
towards environment.
Andrejewski (2011) conducted a study to investigate the role of outdoor
school, a residential environmental education program, on ecological knowledge,
children's connection to nature, school belonging, outdoor play attitude,
environmental stewardship attitude, outdoor play behavior, and environmental
stewardship behavior, as reported by participants. A quasi-experimental research
design was used in the study. A total of 228 fifth grade students (156 treatment, 72
control) from central Pennsylvania were participated in the study. The results of the
study indicated that outdoor school was successful in achieving significant, positive
gains in the areas of ecological knowledge, connection to nature, outdoor play
behavior, and environmental stewardship behavior.
Hatami (2011) had an investigation on teachers' views about environmental
education issues in chemistry and biology textbooks in West Azerbaijan province of
Iran at high school level. This research has considered ten main ecological topics. The
obtained results show that the educational system of Iran has not paid enough
attention to ecological concepts in the textbooks. Therefore the findings of this
research suggested that the educational system of Iran should involve the ecological
concepts like pollution, ozone layer, the role of human and animals in the
environment, and other factors in chemistry and biology textbooks.
Singh (2011) investigated the attitude of Jammu University students on
environmental education. Sample of the study consisted of 180 university students
belonging to different faculties. An attitude scale was developed by the investigator
using Likert method. The study revealed that there were significant differences
between students belonging to sciences and social sciences group in their attitude
towards environmental education.
Choudary (2010) investigated the relationship between the awareness and
attitude of Environmental Education among B.Ed. College students. The data were
collected from 404 teacher trainees randomly selected from 6 B.Ed. colleges from
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Government, Aided and Private colleges at Chennai city. Different types of statistical
techniques like ANOVA, Chi Square etc. were used for this study. The findings of the
study indicated that girls have high level of awareness and attitude
towards environmental education than the boys. Tamil medium students have high
level of awareness and attitude towards environmental education than the English
medium students.
Leah Naomi (2010) conducted a study to investigate what knowledge and
abilities are important for teaching environmental education. Data were collected
using a survey and semi-structured interviews. Results showed the importance of
outdoor experiences and the ability to engage learners in outdoor activities.
Interviewees' recommended to improve the preparation of educators included
introducing mandatory environmental education components in teacher education
curriculum.
Teksoz et al., (2010) aimed to determine level of pre-service chemistry
teachers’ environmental knowledge and their perceptions on environmental education.
This study was realized during the fall semester of 2006-2007 academic year with the
participation of 60 students enrolled in a five-year chemistry teacher education
program. The data collected by administration of Environmental Literacy Test and
Environmental Education Perception Survey were analyzed by descriptive statistics
and content analysis. The pre-service chemistry teachers strongly emphasized a
concern for the environment, development of awareness and sensitivity to the total
environment, and gaining social values to protect the natural resources through
teaching on environmental issues. The results also revealed that these participants had
favorable attitudes toward the environment and feelings of personal responsibility to
create a better environment. However, pre-service chemistry teachers did not have a
sound understanding of environmental issues. Although the participants had lack of
necessary subject matter knowledge, they were willing to integrate environmental
issues into their teaching practice. Thus, chemistry education students are potential
candidates as environmental educators and their education programs may be
strengthened in this respect
Review of Related Literature 87
Julie et al. (2008) conducted a study on a unit recently introduced to the B.
Ed (Primary) award at an Australian university. Students were surveyed pre- and post-
instruction and the findings indicated that most participants felt more confident about
teaching environmental education. This was largely attributed to improved
pedagogical content knowledge and an appreciation of how to integrate environmental
education into the everyday learning of their students. The efficacy of this unit in
terms of the motivation and confidence of student teachers regarding environmental
education gives support to those who call for more specific environmental education
content in teacher education courses.
A survey was conducted by Katona et al. (2008) among 234 students between
the age of 13-17, searching for the answers what connections students have with the
media and whether and to what extent they are reached by the thematic channels and
television programmes related to the environment and nature. It is argued that to
discuss the issues raised by the results of the survey, a module dealing with
environmental protection and nature conservation based on the application of different
elements of media should be created for Hungarian schools.
Meena and Ramjee (2007) edited a School Energy Education Guide for Centre
for Environmental Education (CEE). This energy education manual was focused on
energy and environmental concerns. Teachers face an enormous challenge in
integrating energy education and environmental education into the classroom. This
guide was an attempt to fill this void by providing materials to enhance energy
education specifically from an Indian perspective and with focus on the Indian school
situation. Activities in this guide were organized to help the teacher to discuss data
and information through a series of activities, which portrayed energy challenges and
dilemmas facing India and the world.
Ravindranadh (2007) reported on the need and importance of environmental
education in India. Though various efforts have been made to reorganize and reorient
school curriculum, the efforts of these curriculum revision will not be sustained if
they are not coupled with appropriate changes in teacher education curricula,
especially in the relevance of UNDESD.
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Kumar and Patil (2007) conducted a study on the impact of environmental
education course on the post graduate student’s attitude towards environmental
pollution. The sample for the study comprised of 120 students studying in post
graduation departments of Karnataka University. The tools used were Environmental
Pollution attitude scale and personal data sheet. The study revealed that students with
environmental education background had better environmental attitude and found that
there was no significant difference between male and female students in their attitude
towards environmental pollution and related issues.
Ernesto (2004) conducted a study to evaluate the awareness, knowledge and
attitude (AKA) of environmental specialists, high school instructors, high school
students, and the parents of the corresponding students towards environmental
education. A tool was prepared to measure the groups' levels of awareness,
knowledge, and attitude as well as their levels of self-efficacy. This study found
statistically significant differences among the groups regarding the levels of
awareness, knowledge, attitude towards environmental education.
Lalchharliani (2005) conducted a study to find out the level of environmental
pollution awareness and the attitude towards environmental education among the
college students in Aizawl district. The population of the study comprised of all the
first to third year degree course students, total 600, studying in Arts, Science and
Commerce streams in different colleges in Aizawl district. The study revealed that the
environmental pollution awareness level of students was good and the attitude
towards environmental education of college students was found to satisfactory.
Pardiwala (2005) revealed that the much needed relation between people and
nature cannot be taught through text book within the four walls of a classroom.
Human beings must be taught the art of living environmentally sustainable lives right
from their childhood.
Ko and Lee (2003) conducted a study of Hong Kong secondary school
Integrated Science teachers' perceptions of environmental education. Both
questionnaire and interviews were used. Teachers were classified according to their
scores of attitudes, perceived barriers, and current emphasis on teaching
environmental education. This study found that Integrated Science teachers' attitudes
Review of Related Literature 89
toward environmental education, skills of teaching environmental education, beliefs
in the relevance of Integrated Science to environmental education, and intentions of
teaching environmental education in Integrated Science classes were associated with
their actual ways of teaching environmental education. Teachers intended to teach
more environmental education if they held more favorable attitudes toward
environmental education, had more skills of teaching environmental education,
believed more in the relevance of Integrated Science to environmental education, and
would actually want to teach more environmental education in Integrated Science
classes if there were fewer constraints. Moreover, variations in the teaching of
environmental education were reflected by teachers' emphasis on teaching
environmental education, and their use of a variety of teaching methods and their
regular practices for extracurricular activities on environmental education.
Hicks (1994) carried out a study on the effects of environmental action
oriented lessons on environmental knowledge, attitude and behaviour of high school
students. The study revealed several educational implications. Action oriented lessons
should be taught for greater period of time. Education willing to test student’s
knowledge of subject, as diverse as EE, should plan tests to be specific rather than
general in nature.
Euler (1989) conducted a comparative study on the effectiveness of a formal
versus non-formal EE programme for male and female 6th grade students’
environmental knowledge and attitude. A two way – ANOVA was used to show that
the experimental group showed significant gains over the control group with respect
to knowledge and environmental attitude.
Deopuria (1984) contributed a comparative study of teaching science through
environmental approach and traditional approach in schools of Madhya Pradesh, and
also to compare the environmental awareness and attitude of students when taught by
the above methods. The study revealed that the students of experimental group of
classes V, VIII, IX, X had higher achievement scores due to teaching of science
through environmental approach and showed greater cognitive gain in knowledge,
understanding and application of science concepts related to EE at primary, middle
and secondary school levels.
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Manuel (1981) analysed the textbooks in Environmental Studies of NCERT
and some state systems from the point of view of components that might facilitate or
prevent genuine environmental approach. He also analysed some useful EE models in
India and abroad and other relevant materials from the point of view of developing a
functional theory of EE. The study reveals that a very few genuine EE type activities
seemed to be undertaken in the primary schools.
Pai (1981) prepared and conducted a try out of curriculum in environmental
studies for college students to help them acquire an awareness of environment and the
interrelationships, interaction and interdependence existing between biological and
physical aspects of the total environment and its allied problem. The study also
intended to help students acquire positive attitude and ecological values towards the
need for better environment. The data were collected using the environmental
achievement test, environmental attitude inventory and environmental activities
inventory. The study revealed that there was significant difference in the performance
of the experimental group as compared with control group on knowledge scores and
attitude scores.
3.3 Studies related to Environmental Awareness and Attitude towards
Environment
Kaur (2012) conducted a study to give information about the level of
environmental awareness of B.Ed students in Patiala district of Punjab (India). Data
was collected with self made questionnaire from 100 B.Ed. students. The findings
showed that B.Ed students possess fairly good level of environmental awareness. The
study concluded that there was no gap exist between the environmental awareness of
students when distributed gender wise and subject wise. It is suggested that
curriculum of B.Ed should be re-organized to meet the challenges.
Pillai (2012) made a study on the environmental awareness of Higher
Secondary School students in Cuddalore District, Tamil Nadu, India. The result
revealed that male and female students, rural and urban area students, arts and science
students had significant difference with respect to their environmental awareness.
Sarmah and Mohanty (2012) examined the perception of secondary school
students towards environment and sustainable development. The study attempted to
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determine their ‘perception’ in a quantitative way through an Attitude Scale. It offers
a general idea on the fact how today’s pupil of secondary level think and perceive
about environment and sustainable development.
Sarjou (2012) made a study on the attitudes towards science and technology,
school science and environmental issues among the middle school students. The
population included all 3rd grade students in Isfahan and a total number of 250
students (120 female and 130 male) through stratified random sampling method.
Research instrument was the Persian translation of the Relevance of Science
Education (ROSE) Questionnaire. For data analysis, descriptive statistics and one
sample t-test and independent t-test were used. Results indicated that there was a
positive attitude towards science and technology. However, there was not a positive
attitude towards some items of these components. The results also showed that in
three components of the study, only there is a meaningful difference between males
and females points of views in attitude towards environmental issues. According to
this result, males have higher averages than females. The results of this research
provide important information about Iranian students’ attitude towards science and
could be used by science educators to development of science curricula and science
text books.
Sivakumar (2012) investigated the environmental awareness of high school
students, related to their sex (boys/girls), locality (rural/urban) and types of schools
(govt./private). The study was conducted in Davangere district of Karnataka. The
sample of the study comprised of 1440 students from standard ix in both urban and
rural areas and different types of schools by stratified random sampling. Tool used for
the study was environmental awareness ability measure prepared by Praveen Kumar
Jha, 1998. The data were analysed by using mean, s d, ‘t’ test techniques and two way
ANOVA. The study revealed that, gender and locality have interaction effect on
environmental awareness.
Singhal and Verma (2012) conducted a study to measure environmental
awareness by a standard tool in higher secondary students of Jabalpur, Madhya
Pradesh. Level of environmental awareness was found to be high in most students of
different disciplines without gender difference. The students of humanities showed
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minimum awareness; biology and mathematics students showed the maximum
environmental awareness. The students of Central Board had better awareness than
those of State Board.
Astalin (2011) tried to find the environmental awareness among higher
secondary students and some educational factors affecting them. For collecting data
the tool “Paryavaran Jagrukata Prashnavali" constructed by investigator was used and
Post Hoc Tests, F-test and t-ratio test were used for analysis of data. Major findings of
this study: (1) the students of 11th and 12th standard were identical as for as their
environmental awareness was concerned. (2) Science stream students had more
environmental awareness in comparison to arts stream students. (3) The CBSE
students had more environmental awareness in comparison to State Board students.
(4) The male students had more environmental awareness in comparison to female
students.
Kose, et al. (2011) tried to explore undergraduate students’ attitudes towards
environment at the end of the course material “Environment, Human, and Society”.
To achieve this aim, environmental attitudes of university students were examined
according to the gender and faculty type factors. The research was applied at
Pamukkale University in School of Foreign Languages during the spring term of
2008-2009. A questionnaire consisting of 2 parts titled ‘personal information’ and
‘measuring attitude towards environment’ was utilized as the means of collecting
data. It was concluded that undergraduate students had positive attitudes toward the
environment as regard to their gender and faculty types. It also made clear that female
students were more sensitive toward environment than male students.
Lahiri (2011) conducted a study on teacher trainees to assess the relationship
of responsible environmental behavior (REB) with environmental attitude (EA) and
scientific attitude (SA). Descriptive survey research was used to collect data from 300
pupil teachers of four Teachers’ training institute affiliated to University of Calcutta,
India. Data is subjected to descriptive statistics, t-test, F-test as well as coefficient of
correlation. The result showed that there was a low correlation between EA and REB
of pupil teachers but a significant correlation existed between REB and SA. The study
suggested to redesign the activities involved in teachers’ training courses.
Review of Related Literature 93
Hasrina and Ronzi (2011) looked into the effectiveness of a campaign at the
University Sains Malaysia for a compulsory ban on disposable plastics. Although
there was high awareness of the ‘Say No to Plastic Bags’ campaign, and moderate
compliance on campus, whether a compulsory approach would maintain the desired
behaviours off campus and over time. They surveyed a sample of 300 first year
students and conducted in depth interviews after two years with eight students who
were involved in the earlier survey. The impacts of the campaign were moderate
based on the level of knowledge, attitude and practice of the students. The
compulsory approach caused a minimal level of cognitive dissonance, inconsistent
practice outside the campus and the possibility of discontinuation of practice in the
long run, but the differences were not significant. Based on the follow up interviews,
the study concluded that knowledge alone is insufficient to motivate long-term
behaviours. More important to maintain behavior change is a strong positive attitude
towards the issue and continuous support from family and friends.
Nadaf (2011) conducted a detailed study to analyse the independent and
demographic combined effects of variables viz., personality factors, self-concept and
study habits on academic achievement in Environmental Science. The sample of the
study encompassed 214 B.Ed., male teacher trainees selected randomly from
Karnatak University jurisdiction. The study revealed that, i) The B.Ed., male teacher
trainees with extroversion personality factor are more prone to environmental
awareness than others with introversion personality factor.
Kumar and Malti (2011) conducted a study to examine the environmental
awareness of senior secondary school students in relation to sex, locale and type of
management of school. For this purpose, 800 students of class 11were taken from the
Govt. Aided and Private schools recognized by State Board and CBSE in the Meerut
province. Environmental Awareness Ability Measure (EAAM) was used to measure
environmental awareness of students. The study highlighted that in total, there was an
influence of type of school, sex, and locale on the level of student’s environmental
awareness.
Shivakumar and Vamadevappa (2011) conducted a study to identify the
environmental attitude among the secondary level students and the relationship of the
Review of Related Literature 94
environmental attitude among the Boys and Girls, Urban and Rural, Government and
Private secondary school students of Davangere District. The sample of the study
consisted of 1440 students of standard IX studying in urban and rural areas and in
different types of schools selected by stratified random sampling. The tool for the
study was Taj Environmental Attitude Scale prepared by Haseen Taj in 2001. The
data were analysed using Mean, S D, 't' test and Two Way ANOVA. The results of the
study revealed that, 1) Gender does not play any role on Environmental attitude.
2) The students who belong to urban background are comparatively better in terms of
their environmental attitude as compared to the students belonging to rural
background. 3) The students of private schools have more favourable environmental
attitude than the students of government schools. 4) Gender and locality have
interaction effect on Environmental Attitude of the secondary school students.
5) Gender and types of secondary schools do not have any interactional effect on
Environmental Attitude of the secondary school students. 6) Locality and types of
schools have interaction effect on Environmental Attitude of the secondary school
students.
Yildiz (2011) carried out a study to identify the awareness and sensibility
levels of campus people about environmental problems in Erzurum, Turkey. A
standard questionnaire was used for data collection from 350 volunteers and the data
obtained were evaluated with Chisquare (Ψ2) test. Environmental sensibility of the
campus population was found to be 64.4% and the relationships between the
sensibility and education levels, age, sex and income groups were investigated.
Aminrad (2010) evaluated the awareness and attitude of a group of 541 Iranian
students from 14 Malaysian universities. Stratified Random sampling technique was
used for data collection. The results revealed that environmental awareness of the
students was moderate while environmental attitude was high. The study also found
that there was no significant difference between groups of students based on gender
while environmental awareness results indicated that there were significant difference
among different levels of education. It was also found that the media positively
affected the level of environmental awareness and attitude of students. The study
concluded that increase on age and level of education would improve the level of
awareness and attitude towards environmental issues
Review of Related Literature 95
Arumugarajan (2010) carried out a study to find out the level of environmental
awareness of class IX students in Tuticorin area. The investigator found that the
students had some but equal level of awareness and warned that mankind would
perish if the protection of environment does not become an integral part of all
development programmes.
Ekambaram and Nagaraja (2010) conducted a study to analysis the level of
environmental awareness of prospective teachers. The sample of the study consisted
of 200 B.Ed students from Tirupati College in Chittoor district of Andhra Pradesh.
The study showed that the level of environmental awareness differs among science
and non-science teachers with science teachers having a higher level of environmental
awareness.
Aydin and Cepni (2010) carried out a research on the attitudes of university
students towards environmental problems. The study group of the research were 931
students who attended Karabuk University in 200- 2010 Academic year. Survey
method was used in that study and the ‘The Attitude Scale of Environmental
Problems’ was the tool used. Beside descriptive statistics, t-test and one way analysis
of variance (ANOVA) were used in the analysis of data. The study found that,
university students have positive attitudes towards environmental problems. In
addition, the attitudes of university students towards environmental issues showed a
significant difference based on gender and school type; but it didn’t show any
difference according to the grade level.
Larijani (2010) made a study on the environmental awareness of higher
primary school teachers of Mysore City in India. A total number of 300 teachers (136
male and 164 female) teaching in 6th and 7th standards were randomly selected for
the study. The environmental awareness test was employed to assess the level of
environmental awareness (EAW) among the teachers. Chi-square test and
contingency table analysis were applied to find out the significance of difference
between the teachers with respect to their gender, age and type of school
management. The study revealed that on the whole, majority of the teachers had
moderate levels of environmental awareness. Female teachers had significantly higher
levels of environmental awareness as compared to the male teachers. An analysis
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based on age revealed that teachers with 31-50 years had higher levels of
environmental awareness and lastly, teachers working in private schools found to
have significantly higher environmental awareness than teachers working in
government schools.
Oguz (2010) conducted a study on environmental sensitivity and awareness of
first and fourth year undergraduate students of landscape architecture, town and
regional planning and environmental engineering. Survey method was used for data
collection. Research findings showed that even though students take many courses on
environmental issues, their environmental awareness and environmentally responsible
behaviors are lower than expected. It is concluded that environmental knowledge do
not always influence environmental awareness and behavioral intentions. A national
strategy is needed for environmental education in higher education, and current
curricula should be restructured in terms of effectiveness.
Sarojini (2010) conducted a study to find out the degree of environmental
awareness among school students. A sample of 542 students studying in IX standard
in different types of schools in Chennai and Kanchipuram districts were identified for
the study. The study revealed that the level of environmental awareness among school
students is moderate, with urban students having higher level of environmental
awareness than rural students. There is no significant difference in environmental
awareness when sex and medium of instruction were considered.
Dixit and Aggarwal (2009) carried out a research on the environmental
awareness of prospective elementary teachers in relation to their gender, habitat and
caste. Stratified random sampling was done for the selection of the sample. A
questionnaire was prepared by the researcher to find out the level of environmental
awareness. To achieve the objectives of the study, the data collected were tabulated
and mean, standard deviation and ‘t’ values were calculated with help of SPSS. On
the basis of analysis of data it can be said that the environmental awareness of
prospective elementary teachers is in a positive direction.
Qablan and Jamal (2009) investigated the attitudes and classroom practices of
environmental science faculty members in Jordanian universities. Mixed data
collection methodology was employed to collect data in this study. In addition to the
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developed survey, several participants’ interviews and classroom observations were
conducted with selected participants. The results of this study indicated that
environmental science faculty showed a moderate level of attitudes toward ESD.
Although they demonstrated a priority for pedagogical approaches that were contrary
to the basic tenets of indoctrination, they used teaching practices that hinged on
indoctrination. The study suggested following several safeguards practices against
indoctrination when adopting a committed approach to ESD. Another suggestion was
for universities to offer special training courses and workshops for faculty members to
enhance their pedagogical knowledge. In addition, the study suggested that
universities encourage building learning communities between faculty members to
advance their awareness, attitudes, and pedagogical knowledge that relate to ESD.
Uzunboylu, et al. (2009) conducted a study on using mobile learning to
increase environmental awareness. This study investigated the use of integrating
mobile technologies, data services and multimedia messaging system to increase
student’s use of mobile technologies and to develop environmental awareness.
Students voluntarily participated in a six week programme using mobile telephones
and data was collected using ‘usefulness of mobile learning systes’ questionnaire.
Bhuveneswaralakshmi and Sailaja (2007) conducted a study to find out the
environmental attitude of prospective secondary school teachers. From this study they
inferred that sex and social status of prospective secondary school teachers did not
effect their attitude towards environment. But they differ in their levels of attitude
towards environment.
Shobeiri and Omidv (2007) investigated secondary school students'
environmental awareness in India and Iran. Nine hundred and ninety-one students
were selected through the stratified random sampling technique from 103 secondary
schools of Mysore city (India) and Tehran city (Iran). Subjects consisted of 476 boys
and 515 girls. They were assessed using the Environment Awareness Ability Measure
(EAAM). Results indicated that there are significant differences between Indian and
Iranian students in their level of environmental awareness. Also there were significant
differences between them in environmental awareness across and within two groups
with regard to their gender. Also type of school management (Government and
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private) is a factor, which can affect student’s environmental awareness in both
countries.
Amarant (2006) conducted a study to find out elementary students knowledge
about the environment, their attitudes towards helping the environment and what they
actually have done to help the environment. Analysis of the data showed that grade-4
students at the elementary school level had a higher commitment to the environment
than grade-5 students and gifted students had more knowledge than regular students.
Rout and Agarwal (2006) investigated the environmental awareness and
environmental attitude of high school students. Normative survey research was
carried out on a sample of 96 students. The researcher used self developed tools to
measure the environmental attitude of the students. Analysis of the data revealed that
the female students from science stream have more environmental awareness and
environmental attitude than that of male students of science stream.
Verma (2006) conducted a study to find out the effect of discipline,
qualification and their various interaction on the awareness of and attitude towards
environmental pollution problem among pre-service, in-service and teacher educators.
For collecting data Environmental Pollution Attitude Scale and an Environmental
Pollution Awareness test were used by the investigator. The study observed that there was
a positive and significant relationship between awareness and attitude towards
environmental pollution problems when pre- service, in-service teachers and teacher
educators were examined.
Sengupta (2005) carried out an investigation to find out the environmental
awareness of the environmentally active and passive students with regard to
motivation and academic performance. High school students were selected as the
target population, as many schools organize environmental awareness programme
which have direct influence on the behavour and attitude of students. The study
revealed that environmental awareness may not always lead to environmental action,
the relationship between the two is week.
Morgil, Arda et al. (2004), explored the degree to which computer-assisted
education influences the environmental knowledge and awareness of university
students was investigated. In this way, individual and student-centered learning in
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environmental studies is encouraged, and the students’ success and knowledge are
subsequently increased. This methodology is important for the students who are going
to become teachers of chemistry and will make contributions to environmental
education. In this study, an environmental knowledge test using 35 questions and an
environmental awareness scale of 13 questions were applied as a pre-test to 88 students.
Following the pre-test, the students worked for15 hours per week in an Internet class,
in which they intensively applied computer-assisted methods for 2 weeks. The
environmental knowledge test and the awareness scale, which were taken as pre-test
modules, were applied again as a post-test and the results were compared. It was
determined that after the computer-assisted instruction, students’ environmental
knowledge and awareness were increased, but the power of environmental awareness to
describe the level of success is decreased.
Bhattacharya (1997) conducted a study on environmental awareness among
higher secondary students of science and non-science streams. Sample of the study
consisted of 118 male and 82 female students. The study revealed that students who
belong to the science discipline were comparatively better in terms of their
environmental awareness as compared to non-science students. Formation of attitude
towards any issue or object may not depend upon the nature of discipline and the
formal instructional situation as well as the curriculum situation.
Patel and Patel (1995) conducted an investigation into the environmental
awareness and its enhancement in the secondary school teachers. They also
determined various aspects of EE interwoven in textbooks of social studies and
science at secondary level and implemented an environmental awareness programme
(EAP) to enhance the environmental awareness of secondary school teachers. The
study concluded that EAP had its very high effect in raising environmental awareness
of teacher. The experience of teacher did not play an important role on the
environmental awareness.
Chin-Chi-Chin (1994) brought out a study to investigate knowledge, attitude,
verbal commitment and actual commitment of secondary school students and pre and
in service teachers in relation to environmental issues in Taiwan. The study revealed
that students in rural junior high schools appear to have the lowest level of
Review of Related Literature 100
environmental knowledge, environmental attitude, awareness of environmental
problems and verbal commitment .Pre service and in service teachers were not aware
of environmental problems but in service teachers expressed more commitment to the
environment than all others.
Fong and Ting-Ya (1994) investigated environmental awareness of elementary
school students and their parents in Taiwan. Survey research was employed with
descriptive and correlation technique in the data analysis. A questionnaire containing
demographic information, environmental awareness and environmental actions was
also used. This study suggested that parent’s ‘educational level’ made significant
difference on student’s and parent’s environmental awareness and environmental
action. The study emphasized that education is the means to solve many
environmental problems.
Prahraj (1991) explored the level of environmental knowledge, attitude and its
perception among 416 pre service and 302 in-service secondary school teachers in
Puri District. The pre-service teachers distinctly had poor knowledge of the
environment, while the in-service teachers moderately knew about it.
Shahanwaj (1990) worked on the environmental awareness and attitudes of
secondary and higher secondary school teachers and students at Udaipur. He found a
very high level of awareness among the students and teachers of urban sector than that
of rural sector.
Rajput and Gupta (1988) conducted a study of the environmental awareness
among children of rural and urban schools and non formal education centres. They
intended to suggest means for developing environment based curriculum for
universalisation of elementary education. The study revealed that (a) the difference
between formal rural and formal urban on environmental awareness was significant
and in favour of formal rural. (b) the difference between nonformal rural and formal
rural was also significant on environmental awareness and in favour of NFR. (c) the
difference between NFR and FR on environmental awareness was not significant .
Rajput et al. (1980) conducted a research on environmental approach of
teaching at primary level to study the existing awareness towards the scientific and
social environment in children and to identify the available community resources that
Review of Related Literature 101
can be gainfully utilized for teaching. The findings of the study were that only one of
the four groups was significantly different on environmental awareness at pre test
stage where as at the post test stage, the experimental groups overshadowed the
control group.
3.4 Studies related to Learning Packages
Madanakumar (2012) conducted a study to find out the effectiveness of
electronic media based instructional strategy to create environmental awareness
among the secondary school pupils of Kerala. The study was designed with strategies
of teaching as independent variable and scores of the test of environmental awareness
and environmental ethics as dependent variables. The electronic media based
instruction lesson plans, standardized environmental ethics scale and the present
activity oriented lessons plans were used for collection of data. The findings of the
study revealed that electronic media based instruction is more effective than the
present method of teaching to develop environmental awareness among the the
secondary school pupils.
Abbas (2011) developed and tested the effectiveness of Meta cognitive
integrated multimedia science learning package on achievement in Chemistry and
metacognitive ability. The first phase of the study was aimed at finding out the
existing level of metacognitive awareness of secondary school students and meta
cognitive teaching competency of their teachers. The findings of the study revealed
that the prepared learning package is effective in enhancing achievement in
Chemistry, meta cognitive ability, self efficacy, scientific creativity, social skills, and
retention capacity and as well as in reducing academic anxiety of students.
Ali, et al. (2010) conducted a study to explore the impact of modular teaching
on the achievements of students. The study was experimental in nature with
equivalent group study design. The collected data of both groups were analyzed and
interpreted using mean, standard deviation and t-test, and conclusions were drawn
based on this data. The results of the study were in the favor of modular teaching
approach because experimental group scored more than the control group in the
achievement test. Therefore, it is suggested that this approach should be widely
applied in conventional classroom at various levels of education.
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Anu (2010) conducted a study to focus on the development of an emotional
intelligence enhancement package for primary school students with reference to
emotional competencies. As a prelude to the experiment, the investigator analysed the
level of emotional intelligence of primary school students through a survey using a
standardized emotional intelligence test (EIT). The effectiveness of the developed
Emotional Intelligence Enhancement Package (EIEP) was assessed through EIT. The
results of the experiment revealed that EIEP can be effectively used for raising the
emotional intelligence of upper primary school students.
Gopinath (2009) developed a Plan of Action for Environmental Education
through learning of Geography in secondary schools. The study was experimental in
nature and was conducted on a sample of 322 secondary school students. The plan of
Action for Environmental Education developed by the investigator was found to be
effective and superior than the existing method of teaching for the whole sample and
sub samples based on sex, school locale and medium of instruction.
Sidhu and Ramesh (2006) presented a paper on the development of effective
multimedia learning packages (MLP) used by students. These packages developed
using Integrated Development Environments (IDEs) such as C, C++ and Java were
difficult and, could give rise to a number of design and development problems. On the
other hand, the use of authoring tools such as Director MXTM, Authorware MXTM
and Flash MXTM requires one to have a comprehensive knowledge on the
capabilities of such tools under different conditions. This paper addressed the design
and implementation issues pertaining to the development of multimedia learning
packages with particular emphasis on engineering. A problem-solving model was
adopted and was found to be effective in designing the packages using various
authoring tools that allow users to visualize a problem prior to solving it.
Scoullos and Alampei (2004) prepared a material to facilitate the educator’s
work in the closely related fields of environmental education or education for
environment and sustainability or education for sustainable development and it was
designed mainly for secondary school students. The material aimed at the
development of problem solving and decision making skills, in order to stimulate the
Review of Related Literature 103
responsible behavior of the students, and their ability to undertake action in favour of
the environment and natural resources
Archana (1999) prepared an activity booklet in collaboration with CEE on
solid waste management. This booklet is divided into modules. One basic concept of
solid waste management is described in each module. Each module has i) Background
information for the teacher to understand the concept. ii) Few activities designed to
aid the teacher to communicate the concept. iii) Questions, tables, suggested
statements, figures and posters that can be used to help children carried out the
activity.
Patel (1995) conducted a study to investigate the environmental awareness of
secondary students in the context of IQ and Sex, and also to examine the effect of the
environmental study multimedia package on environmental awareness of secondary
school students. The study revealed that students with high IQ had increased
environmental awareness; the environmental awareness multimedia package was
more effective than the traditional lecture method.
Singh (1995) conducted a study to develop and try out a video instructional
package for creating environmental awareness among secondary school children in
Gujarat, Rajastan and Uttar Pradesh. In order to collect data, one video instructional
film of 45 minutes on ‘environmental crisis’, a booklet of 20 pages on ‘environmental
pollution- a danger for man’s existence’, four criticism tests, opinionnaire and a rating
scale for experts were developed by the investigator. The developed video
instructional package was found significantly effective for the students of standards
VII and VIII.
Soniat and Lyle (1993) carried out an evaluation study of the effect of
instructional videos and simulation gaming activities in environmental science
curriculum on knowledge and attitudes. This study evaluated a modular
environmental service curriculum entitled ‘Wild Louisiana’ which attempts to address
the short comings of the predominant curricula. The result of the study suggest that:
Wild Louisiana ‘infusion materials can be more effective in increasing student’s
environmental knowledge. Students in the video only group and students in the
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activities with video group had significantly higher knowledge scores than that of
lecture group.
Weiss and Roshfield (1975) developed and assessed a self instructional EE
programme for elementary teachers. A self EE package was developed for elementary
school teachers and reviewed by a panel of experts. The final package contained eight
modules dealing with basic concepts and principles of ecology. Teachers who were
taught with EE package were found to be more knowledgeable about the environment
than the control group. The self instructional package was effective in helping
teachers to learn environmental concepts and principles to learn at their own pace.
3.5 Conclusion
The investigator reviewed about 98 studies. Among them, 26 studies were
carried out in relation to Education for Sustainable Development; 21 studies were
related to Environmental Education, 39 studies related to Environmental Awareness
and Attitude towards Environment and 12 studies belong to the area of Learning
package.
The review of related studies reveals that majority of the studies are related to
the variables environmental awareness and attitude towards environment. Moreover it
shows that very few studies have been conducted in relation to learning package and
education for sustainable development and hence the relevance of the study at hand.
The investigator, hopes that, she is amply rewarded in the selection of the topic which
is seldom attempted in the Indian context. As already pointed out in the introductory
chapter, teachers dealing the subject are very conscious of this burning issue, the
plight of the researcher seems worthy and relevant in the Kerala scenario too.