B.Ed. (Full Time) Environmental Education Syllabus - Mumbai University

Objectives

• To develop an understanding about the concept of environmental education, its need and principles.
• To develop an understanding of the concepts of Environment and Ecology.
• To develop an understanding about ecological energy dynamics and entropic pollution.
• To generate an awareness about major environmental issues
• To explore and appreciate environmental values depicted in ancient Religious Philosophies.
• To develop an understanding of the various approaches of environmental education.
• To create an awareness about the public efforts and government initiatives protecting and conserving environment.
• To develop an understanding about the concept and need for sustainable development.
• To develop a positive attitude towards protecting and conserving environment.
• To develop skills of observation, participation and assessment through environmental projects.
• To understand the status of environmental education in school curriculum
• To understand the curriculum and methods in environmental education.
• To acquire knowledge about the different methods of teaching in environmental education
• To acquire knowledge of the tools and techniques for the evaluation of environmental education

Module 1: Fundamentals of Environmental Education 2 credits

Unit 1: Concept of Environment, Eco System and Ecology

• a) Environment: Meaning, Components (Biotic and Abiotic),
• b) Concept of Eco System & Types of Eco System,
• c) Concept of Ecology, Ecological Pyramids (Numbers, Mass, Energy), Food Web. & Ecological Energy Dynamics

Unit 2: Major Environmental Issues: Meaning, Causes, Effects and Remedies

• a) Climate Change & Loss of Biodiversity.
• b) Bio magnification and Eutrophication
• c) Genetic Engineering & Urban Sprawl

Unit 3: Development of Environmental Education

• a) Historical Developments: Stockholm conference (1972), Intergovernmental conference (1977), Kyoto Protocol (2005), Tbilisi + 30 (2007).
• b) Environmental Education: Meaning, Objectives, Principles & Significance
• c) Approaches of teaching Environmental Education (Multidisciplinary and Interdisciplinary)

Module 2: Environmental Education for Sustainable Development 2 credits

Unit 4: Initiatives for Environment Assessment

• a) Environmental Impact Assessment: (Meaning, Steps & Significance)
• b) Environmental Management and Protection Need for environmental management – function and characteristics of environmental management
• c) Environmental Audit: (Definition; Features and types of environmental auditing)

Unit 5: Sustainable Environmental Management

• a) Sustainable Development: Meaning, Need, Guiding Principles.
• b) Sustainable Environmental Practices: Rain water Harvesting, Mangrove Management, Solid Waste Management (Meaning, Process and Significance of each)
• c) Indigenous Technical Knowledge as a sustainable Practice

Unit 6: Environmental Initiatives, Projects and Laws

• a) Movements: Tarun Bharat Sangh , Narmada Bachao Andolan,
• b) Projects: Tiger Project, Ganga Action Plan,
• c) Laws of Conservation & Protectiion: Wild-lifeProtection Act-1972, Environment Protection Act, 1986 and Noise Pollution Act-2000.

Module 3: Internal Assessment 2 credits

• Any two of the following tasks:
• a) Presenting a case study/statistical study of a city/region from local, national or global level pertaining to a specific environmental issue.
• b) Field visit and a report/ Case study of conservation efforts at individual/ institutional level.
• c) Awareness activity in the community/school regarding various environmental issues through an exhibition or display.
• d) Generating awareness about Environmental Values depicted in ancient religious philosophies through story telling in the class.
• e) Preparation of an Instructional Plan for curricular/co-curricular activity in the classroom to impart Environmental Education and Practice Lesson.
• f) Conducting any one activity at the college level such as vermi-composting, paper recycling, terrace gardening, etc.
• g) Organizing any one co-curricular activity to impart environmental education in school or college and writing a report.
• h) Preparing an Environmental Audit Report for an individual process.
• i) Conducting a seminar on any one government initiative for conserving environment/ anyone organization such as Chipko Movement, Narmada Bachao Andolan, Green Peace, etc. working for environmental conservation.
• j) Conducting an activity based on Indigenous Technical Knowledge (ITK) Practices and submit a report

References

• Agarwal, S.P. and Aggarwal, J.C. (1996) Environmental Protection, Education and Development. New Delhi: New Concepts.
• Board of Education Fountain. (1999). Peace Education UNICEF. NY: UNICEF.
• Bondurant, J. V. (1996). Teaching tolerance: Raising open minded Emphatic Children. New York: Doubleday.
• Eisler, J. (1994). Comprehensive conflict result program (1993-94). New York: N. Y. City.
• Joy, P., & Neal, P. (1994). The handbook of environmental education: London, New Fetter Lane 41
• Kelu, P. (2000). Environmental education: A conceptual analysis. Calicut: Calicut University.
• Kumar, A. (2009). A text book of environmental science. New Delhi: APH Publishing Corporation.
• Reddy, P. K., & Reddy, N. D. (2001). Environmental Education. Hyerabad: Neelkamal publications.
• Sharma, R. A. (2008). Environmental Education. Meerut: R.Lall Books Depot.
• Sharma, B. L., & Maheswari, B. K. (2008). Education for Environmental and Human value. Meerut: R.Lall Books Depot.
• Sharma, R. G. (1986). Environmental Education. New Delhi : Metropolitan Book Co., Pvt. Ltd.,
• Singh,Y. K. (2009). Teaching of environmental science. New Delhi: APH Publishing Corporation.
• Sharma, V. S. (2005). Environmental education. New Delhi: Anmol publication.
• Stockholm: Christian Council of Sweden.