APPENDIX – I TAJ ENVIRONMENTAL ATTITUDE SCALE (TEAS...

188

APPENDIX – I

TAJ ENVIRONMENTAL ATTITUDE SCALE (TEAS) (ENGLISH VERSION)

Dr. HASEEN TAJ

Please fill in the following informations: Name : ________________________________ Age: ________________ Sex : Male Female Academic : Pre-University Graduate Post-graduate qualification Length of : Upto 6 years 7-12 years 13-18 years Teaching Experience 19-24 years 25 years and above Area of : Arts Science specification

INSTRUCTIONS This scale consists of 61 statements aimed to identify the attitudes of people towards various aspects of environment. There are no right or wrong answers. What is required is your own individual feeling or opinion about the statements for each statement, four alternatives are given and you have to express your view in any of the four alternatives, by making tick mark ( ) on the cell below that preferred response.

SA Strongly Agree A Agree D Disagree SD Strongly Disagree

SCORING TABLE

Areas I II III IV V VI Total

Raw scores

Stanine

Interpretation

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Sl. No.

Areas Statements SA A D SD

1. I Food additives are not hazardous to the health.

2. I Over pollution of the environment can cause misery and sufferings to human beings.

3. I Pesticides should not be sprayed on vegetables.

4. I The industrial and toxic waste dumps located away from residential areas do not pose any safety risks.

5. I Environmental pollution leads to health hazards.

6. II Habitual meat eaters need not change their food habits, just to show mercy towards animals.

7. II Legislation on prevention of killing of animals was unwanted.

8. II All people need not be kind and compassionate towards animals.

9. II Excessive use of animals in laboratory experiments for testing medicines should be forbidden.

10. II It is not wrong to hunt animals for commercial purposes.

11. II It is not wrong to hunt animals for food.

12. III Cutting of forests is essential to increase agricultural yields.

13. III The government should increase its revenue by clearing the forests.

14. III Participation in afforestation programmes is a mere waste of time and energy.

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Sl. No.


15. III Even the steep hill sides should not be left out of cultivation in order to increase the productivity.

16. III The effects of acid rain on our forests are still acceptable.

17. IV The use of fertilizers is essential to increase agricultural yield.

18. IV More and more hydroelectric power stations should be created to meet the need of people.

19. IV More and more power stations should be built as a mark of human progress.

20. IV The construction of new ski-resorts should be forbidden.

21. IV Destruction to ozone layer will hardly affect the near future.

22. IV Engine idling is inevitable though it wastes fuel and contributes to air pollution.

23. IV Possessors of more vehicles contributing to more air pollution should be punished.

24. IV High income groups who directly or indirectly account for most green house gas emission should be penalized.

25. IV It is a right of high level income groups to have high level of resource consumption and waste generation.

26. IV Toxic wastes will not harm the human beings.

27. IV Excessive energy consumers should be fined heavily.

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Sl. No.


28. IV The large sums of money spent on environment pollution control could be put to better use on other things.

29. IV Water pollution is not a serious problem because 80% of the world’s surface is water.

30. IV Even a layman can do a lot to prevent pollution of environment.

31. IV Parking fees should be made compulsory in places of work in those who commute by their personal vehicles.

32. IV Higher gasoline prices should be charged to discourage the use of personal vehicles.

33. IV Mining brings more benefits than problems to the local community.

34. IV One should use energy resources, such as solar, which cause least pollution.

35. IV The government should ban the use of plastic containers to reduce pollution of our surroundings.

36. IV People should be encouraged to ride bicycles and paddled bancas to prevent pollution.

37. IV Solid wastes should be made to dispose only in the land fills or pits.

38. IV The government should reduce the tax paid by factories that possess anti-pollution facilities.

39. IV The explosion of science and technology has lead to the poisonous effect on the environment.

192

Sl. No.


40. IV All the smoke belching vehicles should be removed from the roads.

41. IV Environment is least affected though domestic garbage is dumped on the roadsides.

42. IV One should participate in campaigns on “stop pollution”.

43. V Over population leads to poverty.

44. V Family planning should be made mandatory to decrease population growth.

45. V Children are future investments; the more children a family has, the better for the country.

46. V Developing countries should have more population in order to accelerate growth.

47. V Population control does not assure a reasonable standard of living for future generations.

48. VI All are responsible for environmental pollution.

49. VI Education about local issues and environmental pollution should be made mandatory in schools.

50. VI Shop-keepers should stop handing out plastic carry-bags.

51. VI People who leave their picnic litters in parks should be fined.

52. VI There should be more wind mills.

53. VI Protection of environment should be the sole responsibility of the governments and not of the individuals.

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Sl. No.


54. VI Conservation of energy should be regarded as the responsibility of everyone.

55. VI It is not necessary to spend money to clean the drainages, because any way that will be washed away by rain.

56. VI We are all responsible in one way or the other for the depletion of ozone layer.

57. VI Aspiring for a better quality of life need not involve one’s personal efforts to stem out the increasing toxification of earth.

58. VI The interests of the future generations should be sacrificed for luxurious life at present.

59. VI People having no concern for environmental protection should be penalised.

60. VI Conservation of resources is necessary for the sake of future generations.

61. VI Every individual should complain against waste dumping whether it is near to their residences or far.

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APPENDIX – II

TAJ ENVIRONMENTAL ATTITUDE SCALE (TEAS) (KANNADA VERSION)

Dr. HASEEN TAJ

199

APPENDIX – III

TAJ ENVIRONMENTAL ATTITUDE SCALE (TEAS) (PERSIAN VERSION)

Dr. HASEEN TAJ

204

APPENDIX – IV

ENVIRONMENTAL AWARENESS TEST (EAWT) (ENGLISH VERSION)

Dr. K. YESHODHARA Please fill in the following informations: Name : ________________________________ Age: ________________ Sex : Male Female Academic : Pre-University Graduate Post-graduate qualification Length of : Upto 6 years 7-12 years 13-18 years Teaching Experience 19-24 years 25 years and above Area of : Arts Science specification INSTRUCTIONS: Each item is followed by four alternatives, out of which only one is the correct answer. Select the correct answer and write the corresponding alphabet in the space given on the left side of the item. 1. In order to conserve natural resources, we should (a) not use natural resources (b) use natural resources wisely (c) restore natural resources (d) replace worn out resources 2. The depletion of ozone layer and the green house effect is caused by (a) atomic explosion (b) excessive military operations (c) too much toxic waste in the atmosphere (d) launching of too many satellites 3. Meda Patekar is a well known (a) cine star (b) politician (c) social worker (d) environmentalist

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4. The Kerala Forum initiative against destruction of the natural resources is called (a) Chipko movement (b) Narmada Andolana (c) Silent Valley project (d) Ganga Cleaning project 5. Use of fire crackers on different occasions contributes to (a) noise and air pollution (b) air and water pollution (c) noise and industrial pollution (d) water and noise pollution 6. Use of solar ovens (a) increases environmental pollution (b) decreases environmental pollution (c) increases demand for solar energy (d) increases demand for solar ovens 7. Fuels should not be wasted because they are (a) very expensive (b) limited and valuable (c) foul smelling, when spilled (d) dangerous, when burnt 8. The resistance by women to the cutting of forest in Himalayan regions is known as (a) Silent Valley (b) Vimochana (c) Jagrithi movement (d) Chipko movement 9. In which of the following places, over 2000 people were killed when a vaporized cloud of gas exploded from the plant ? (a) Bombay (b) Calcutta (c) Bhopal (d) Madras 10. The wild life park which Karnataka intends to turn into a night sanctuary is (a) Bandipur (b) Kudremukh (c) Banerghatta (d) Dandeli

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11. World Environment Day is celebrated every year on (a) June 5 (b) January 5 (c) June 15 (d) January 15 12. The method which is relatively safer for disposal of paper waste is (a) Burning (b) Dumping (c) Incineration (d) Recycling 13. Which of the following measures is currently being taken to minimize air pollution due to vehicle population ? (a) decreasing the number of vehicles (b) enforcing automobile emission standard (c) improving the quality of petrol and Diesel (d) discouraging people from buying vehicles 14. Conservation of wild life is possible by (a) increasing the forest area (b) increasing the protected area (c) enforcing strict legislation (d) developing environmental awareness 15. The Act which provides for laying down procedures for handling of hazardous substance is (a) The Environment Act, 1986 (b) The Air (Pollution and Control) Act, 1987 (c) The Water (Pollution and Control) Act, 1988 (d) The Motor Vehicle Act, 1988 16. Canned food is to be avoided as it (a) contains more multi minerals (b) contains harmful preservatives (c) would be manufactured long ago (d) would have gone stale 17. Natural resources are exhausted faster because of (a) industrialization (b) deforestation (c) over population (d) degeneration

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18. ‘Project Tiger’ is (a) a centrally sponsored scheme (b) an extension of Wild Life Protection Act (c) a state sponsored scheme (d) a scheme organized by NGOs 19. Which among the following represent the major ecosystem ? (a) Forest (b) Pond (c) Desert ecosystem (d) Aquatic 20. Which among the following is a constraint to sustainability ? (a) population explosion (b) afforestation (c) planning human intervention (d) increased literacy rates 21. Which of the following is the direct effect of global warming ? (a) The light rays are obstructed from entering earth. (b) The partial melting of polar ice caps causing an increase in sea level. (c) Circulatory system in animals get affected. (d) It stripes the soil off its nutrients. 22. ‘Down to Earth’ is a (a) science and environment fortune (b) a news letter of the environment (c) a bimonthly magazine (d) a monthly news and feature service 23. Which of the following is known as Mega diversity ? (a) Pakistan (b) Holland (c) India (d) Denmark 24. Which of the following is anti environment activity ? (a) using public transportation frequently (b) throwing the garbage around the dust bin (c) maintaining minimum audible voice while using a tape recorder (d) use cycles or choose to walk for short distances

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25. Which of the following is a true statement related to pollution ? (a) Pollution is a common term for ‘Air pollution’ (b) Pollutants of any pollution are non-biodegradable (c) Pollution is the addition of something in excess (d) Pollutants in any pollution are not harmful by themselves 26. Loss of biodiversity may be due to (a) ecological restoration activities (b) soil pollution (c) reduced infant mortality (d) green revolution 27. The best way of disposing the domestic waste would be to (a) put all the waste into a domestic bin (b) dump all waste in the backyard (c) sort out the wastes as bio and non-biodegradables (d) use all waste for composting 28. The primary concern depicted in the concept of ‘sustainable development’ is (a) to meet the needs of the present (b) to achieve equitable distribution among the existing population (c) to prevent the unnecessary advancement in science and technology (d) to achieve reasonable, equitable distribution of resources for many generations 29. Oil spills are highly dangerous because (a) they pose radiation hazard (b) it will result in air pollution (c) living organisms in water cannot get sufficient oxygen (d) there cannot be recreational activities in water 30. Biodiversity is defined in terms of (a) protecting different groups of animals (b) fostering many kinds of plants, trees and animals (c) wide ranging variations that are seen in living organisms (d) having several types of animals and birds 31. Which of the following is the non-renewable source of energy ? (a) Minerals (b) Living organisms (c) Forests (d) Soil

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32. Chloro-fluro carbons are used for (a) cyclostyling systems (b) laptop computer systems (c) refrigeration systems (d) fax machine systems 33. Excessive use of pesticides will (a) enrich soil with all nutrients (b) decrease ability of bacteria to decay humus (c) produce a very high yield of crops (d) destroys all pests which cause harm to crops 34. The logo and symbol of WWF (Worldwide Fund for Nature) is (a) Giant Panda (b) Tiger (c) Kangaroo (d) Elephant 35. One of the measures for conserving biodiversity is (a) by conducting a number of laboratory research in the field of genetics (b) by not allowing developing countries to use their resources (c) by immediately pooling all the genes from all over the world (d) by setting up national parks and reserves 36. The program of Chinese Government to curb population growth is by (a) using role model countries (b) putting forth some religious beliefs (c) encouraging couples to have only one child (d) mass sterilization program

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APPENDIX – V

ENVIRONMENTAL AWARENESS TEST (EAWT) (KANNADA VERSION)

Dr. K. YESHODHARA

217

APPENDIX – VI

ENVIRONMENTAL AWARENESS TEST (EAWT) (PERSIAN VERSION)

Dr. K. YESHODHARA

224

APPENDIX – VII

ATTITUDE TOWARDS ENVIRONMENTAL EDUCATION SCALE (AEES)

(ENGLISH VERSION)

B.N. ASHA and Dr. K. YESHODHARA Please fill in the following informations: Name : ________________________________ Age: ________________ Sex : Male Female Academic : Pre-University Graduate Post-graduate qualification Length of : Upto 6 years 7-12 years 13-18 years Teaching Experience 19-24 years 25 years and above Area of : Arts Science specification Instructions: Below is the list of questions, to know your attitude towards

environmental education. Kindly give your honest response. Your response given will

be utilized only for research purposes. I thank you in participation.

Note: Kindly use the following ratings to express your feelings:

SA Strongly Agree

A Agree

UD Undecided

DA Disagree

SDA Strongly Disagree

225

Sl. No. Statements SA A UD DA SDA

1. Protection of environment is every individual’s first priority.

2. Environmental protection by individuals is desirable and possible only at adulthood.

3. Teaching of a particular school subject should be tightly compartmentalized without relating it to environment and its components.

4. Infusion of environmental dimension in the teaching of different school subject helps get a holistic view of environment and its problem.

5. Environment related concepts/principles, etc. can be successfully infused only in Biology (life science) and geography.

6. Infusing environmental concepts in different school subjects leads to the deviation of students’ concentration from the subject on hand.

7. Irrespective of the subjects taught, the teacher can provide the activities that can be performed in the nature.

8. There exists inter-relationship among the different school subjects

9. Organizing environmental field trips should be an integral part of the school activities.

10. Teaching in a natural setting motivates students’ learning.

11. School should provide for setting up a school garden.

12. ‘Well-organized’ visit to a park enables student to learn many things.

13. Different subjects must be taught as water-tight compartments to strengthen students learning in respective subjects.

14. Even when there is provision to relate environment and its problems in the classroom teaching, it is a waste of time to do so

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15. Adopting new strategies of teaching in the place of traditional teaching is a burden to the teacher.

16. It appears artificial to become emotional while making the students realize the ‘sorry state’ of earth.

17. Environment related concepts can be brought into any school subject without harming continuity in its transaction.

18. Development of knowledge about environment among students can trigger off environmental friendly actions by them.

19.

A teacher should know to use different techniques of teaching, which promote positive attitude towards protection of environment among students.

20. As classroom teacher it is better to ignore students’ abuse of nature.

21. A teacher has to become a role model in order to modify students’ behaviour towards nature.

22. Eco friendly behaviour can be hardly taught/ practiced through the school subjects in the classroom.

23. It is the responsibility of ‘parents only’ to teach eco friendly actions among children.

24. Teacher should deliberately create opportunity to make students understand the cause-effect relationship in the nature.

25. It is seldom possible to teach anything serious about environment, through nature games.

26. Environmental education is better taught when it is integrated with existing school subjects.

27. While teaching languages it is possible to throw light on the environmental dimensions.

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28. Making provision for infusion of environmental dimension in science hinders the coverage of syllabus.

29. It looks funny to focus on environmental dimensions while teaching history and civics.

30. The school teachers should have an exposure to the Environmental Education during their training period.

31.

The infusion of environmental dimension at school levels demands the knowledge of, and skills in, different teaching strategies on the part of the teacher.

32.

Without any special training in Environmental Education during their teacher education period, it is possible to teach environmental dimension through any school subject.

33. It is possible to refer to certain important concepts from physical or biological sciences in the teaching of social sciences.

34. Students learn to protect environment through reading environment related books.

35. School should take the responsibility of teaching environmental ethics among students.

36. Teachers play a dominant role in modifying environmental action behaviour of students.

37. It is an inevitable responsibility of teachers to develop environmental awareness among students.

38. Orienting students, towards environmental protection through the regular teaching is a burden to the teachers.

39. It should be made mandatory to infuse environmental dimension during practice of teaching in their Teacher Education programme.

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40. Using project method in environmental education programme puts a lot of pressure on the teacher.

41. Encouraging students to read books on issue of environment pollution distracts students from their regular studies.

42. Teachers should not feel over burdened with the work of environment related activities in schools.

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DA

SDA

APPENDIX – VIII


(ENGLISH VERSION)

B.N. ASHA and Dr. K. YESHODHARA

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APPENDIX – IX


(PERSIAN VERSION)

B.N. ASHA and Dr. K. YESHODHARA

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APPENDIX – X

KEY FOR ENVIRONMENTAL AWARENESS TEST

Item No. Answer Item No. Answer Item No. Answer

1 b 13 b 25 d

2 c 14 b 26 b

3 d 15 a 27 c

4 c 16 b 28 d

5 a 17 c 29 c

6 b 18 a 30 c

7 b 19 d 31 a

8 d 20 a 32 c

9 c 21 b 33 b

10 c 22 a 34 a

11 a 23 c 35 d

12 c 24 b 36 c

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APPENDIX – XI

LIST OF HIGHER PRIMARY SCHOOLS

MYSORE CITY (INDIA) HAMEDAN CITY (IRAN)

1. Royal English School 1. Resalat

2. Central Urdu School 2. Allamehelli

3. St.Mary St.Joseph Church Compound 3. Sajadiye

4. Vaishali Convent 4. Ghobar

5. Men Model Urdu School 5. Taigeb

6. Geetha Bharathi 6. Shahid Rabiee

7. Sree Cauvery Composite 7. Felestin (1)

8. Hemavathi 8. Shahid Teimuri

9. Saint Mary’s 9. Mostafa Khomeini

10. Bodyguard Lines 10. Bu Ali

11. Jnanaroshoni 11. Allamemajlesi

12. Pragathi Vidya Kendra 12. Taleghani (1)

13. Manasa Gangothri 13. Hedayat

14. Lakshmipuram Gadichowka 14. Horre Riyahi (1)

15. St. Mary’s Chamundipuram 15. Elham

16. Mahajana 16. Seyed Ahmad Khomeini

17. Farooquia Model Urdu 17. Balal Habashi

18. Good Shepherd 18. Zeinabe Kobra (1)

19. Terisian 19. Tulu Madi

20. Crescent Educational Society 20. Aeene Roshan (1)

21. VVS BM Sri 21. Meraj Andishe

22. Sri Rajeshwari 22. Khalije Fars

23. Urdu BPB School 23. Sayad Shirazi

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24. Sri Jayalakshmivilas 24. Rajaee

25. Government Model Higher Primary 25. Elham

26. Sri Ganapathi Shachidananda 26. Taleghani (2)

27. KP School 27. Felestin (2)

28. Bodyguard Line 28. Narges

29. Gnana Ganga Vidhya Peeta 29. Edalat

30. Mathurmandali 30. Shahid Kurkchi (2)

31. Sarakari School 31. Salchin

32. Sri SS School 32. Marhoom Abedi

33. Alkabeer 33. VAlfajr

34. Dinkys 34. Somayeh

35. Vijaya Vitthala Vidhyashala 35. Forugh

36. St Daniels 36. Bentolhoda

37. St. Joseph’s Central School 37. Beheshte Aeen

38. GHS Thonachikoppal 38. Shahid Namju

39. SKKB HPS JP Nagara 39. Panzdahe Khordad

40. Balodyana 40. Masumiye (1)

41. St. Joseph 41. Aeene Roshan (2)

42. Royal English School 42. Shahid Ahmadi

43. GHS Vinayakanagar 43. Enseeye (1)

44. Jnanakeerthi Convent 44. Kimiya Gohar

45. Sri Adichunchanagiri Balajagath 45. Niyayesh

46. Shokufehaye Enghelab

47. Farzanegan

48. Fatemiyeh (1)

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APPENDIX – XII

ACHIEVEMENTS OF THE INVESTIGATOR DURING RESEARCH PERIOD FROM 23-02-2005 TO 18-08-2007

I joined the Department on 23-02-2005 to work on the present thesis under the guidance of Dr. K. Yeshodhara, Professor of Education. In addition to my research work on the thesis, I have attended many special lectures, seminars on different areas in Education arranged by the Department of Studies in Education, Manasagangotri, University of Mysore, Mysore-570 006, Regional Institute of Education (NCERT), Manasagangotri, Mysore and other Departments in the University Campus, published a few papers related to my research topic in different journals, details of which are given below. Journals

1. Larijani, M. and Yeshodhara, K., 2008, An Empirical Study of Environmental Attitude among Higher Primary School Teachers of India and Iran. International Journal of Human Ecology (In press).

2. Larijani, M. and Yeshodhara, K., 2008. A Study of Environmental awareness among Higher Primary School Teachers of India and Iran. Artha-Journal of Social Sciences (In press).

3. Larijani, M. and Yeshodhara, K., 2006. Relationship between Environmental Awareness among Higher Primary school teachers of India and Iran. Journal of All India Association for Educational Research, 3-4, 17-21.

4. Larijani, M., 2007, Teachers as Ethical Architects of Environmental Education, EDUTRACKS, A Monthly Scanner of Trends in Education, 7, 16-18.

5. Larijani, M. and Yeshodhara, K., 2006, Environmental Education in Iran. Environment Pollution-International News Magazine, 7, 23-26.

6. Larijani and Yeshodhara, K., 2006, Educational System in Iran. Today's University Education, 2, 12-16.

Workshops and Seminar

1. India Workshop on Multilingual Education with special focus on tribal education, CIIL, Mysore, October 25-27, 2005.

2. Two-day Workshop on Research Methodology, organised by the Department of Studies in Economics and Cooperation, Manasagangotri, Mysore on 12th and 13th March 2007.

3. Seminar on The Challenges in Higher Education, organised by The Department of Studies in Education, Manasagangotri, Mysore on 20th March 2007.

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