Assistant Professor, MIER College of Education, Jammu, Jammu & Kashmir, India.
Even though growing public awareness about environmental issues is evident but lack of adequate environmental knowledge is an obstacle towards achieving a sustainable future for humankind at both global and local levels. The education sector plays a very important role in creating environmental awareness by exposing the younger generation to the data, issues, analysis and interpretations on environment and development. Also by conducting various activities on environmental issues, we can create awareness and help in finding strategies to overcome these problems. The present study aims to find the role of curricular and co-curricular activities in creating environmental awareness among student teachers. A sample of 300 student teachers was taken from different colleges of education in Jammu city. Self made questionnaire was used for data collection. Purposive sampling technique was used. Mean, S.D. and t-test was employed for data analysis. It was found that the level of environmental awareness was high among student teachers studied environment education as a subject and participated in different environment activities conducted in colleges. The study revealed that environmental education must be encouraged where at first student become aware of environment and also get firsthand experience by participating in various activities like tree plantation, visit to environmental places, attending workshops and guest lecturers etc. Then, they acknowledge or review the link between humans and nature.
environmental awareness, curricular, co-curricular activities, student teachers.
Brynjegard, S. (2001). School gardens: Raising environmental awareness in children. ERIC Document Reproduction Service No ED 452 085.
Erdogan, M., & Usak, M. (2009). Curricular and extracurricular activities for developing environmental awareness of young students: A case from Turkey. Odgojne Znanosti, 11(1), 73-85.
Hotinli, G. (2004). Environmental education in Turkey. Sustainable Mediterranean (newsletter), 34, 8-10.
Kadji-Beltran, C., Barker, S., and Rager, G. (2001). Primary school pupils’ awareness of environmental issues: The influences of teaching styles and activities. Science and Technology Education: Preparing Future Citizens. Proceedings of the IOSTA Symposium in Southern Europe. Paralimni, Cyprus, April 29– May 2, 2001 (ERIC Document Reproduction Service No ED 466 370).
Korhonen, K., & Lappalainen, A. (2004). Examining the environmental awareness of children and adolescents in the Ranomafana region, Madagascar. Environmental Education Research, 10(2), 195-216.
Palmberg, I.E., and Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. Journal of Environmental Education, 31(4), 32-37.
Tbilisi Declaration in Georgia 1977. (1977, October 14-26). Retrieved from http://www.gdrc.org/uem/ee/tbilisi.html.
UNESCO. (1978). Intergovernmental Conference on Environmental Education: Final Report chapter36. Paris: UNESCO. Retrieved from http://www.gdrc.org/uem/ee/a21-c36.html.
Yildiz,Y. (2019). Developing students’ environmental awareness by curricular and extra curricular activities. Retrieved on April 12, 2019 from www.academia.edu/ 8447872.
To cite this article
Monika Bajaj. (2019). Environmental Awareness by Curricular and Co-Curricular Activities among Student Teachers.Sparkling International Journal of Multidisciplinary Research Studies, 2(2), 11-16.