|
| |||||||||||
| |||||||||||
Full Screen- TITLE
- DECLARATION
- CERTIFICATE
- ACKNOWLEDGEMENT
- LIST OF TABLES
- LIST O F APPENDICES
- I. INTRODUCTION
- 1.0 Preamble
- 1.1 Need and Significance of the Study
- 1.2 Statement of the Problem
- 1.3 Definition of Important Terms
- 1.4 Objectives
- 1.5 Hypotheses
- 1.6 Methodology in Brief
- 1.7 Tools Used in the Experimental Part
- 1.8 Variables Taken for the Experimental Study
- 1.9 Scope and Limitations of the Study
- 1.1 Variables used in the Experiment
- 1.10 Organization of the Research Report
- II. A CONCEPTUAL REVIEW OF LITERATURE
- 2.0 Preamble
- 2.1 Models of Teaching
- 2.2 Discourse Analysis
- 2.3 Environmental Education
- III. REVIEW OF RELATED STUDIES
- 3.0 Preamble
- 3.1 Studies on Models of education a la Joyce And Weil Supplemented by Mixed use of Models
- 3.2 Studies on Discourse Analysis
- 3.3 Studies on Environmental Education, With Priority to Environmental Jurisprudence
- lV. METHODOLOGY
- 4.0 Preamble
- 4.1 Experimental Method
- 4.1 Details of the School-wise Break-up of the Final Sample
- 4.2 Survey
- 4.3 Historical Method
- 4.4 Extensions to Judicial-Literary Rhetoric And Discourse Analysis
- 4.5 Qualitative Methods
- V. ANALYSIS AND INTERPRETATION OF EXPERIMENTAL AND SURVEY DATA
- 5.0 lntroduction
- 5.1 Results Following From the Experimental Study
- 5.1 Summary of Analysis of Variance of Pre and Post Achievement Test Scores of Experimental and Control Groups (Total)
- 5.2 Summary of Analysis of Covariance of Pre and Post Achievement Test Scores of Experimental and Control Groups (Total)
- 5.3 Adjusted Means of Post test Achievement Mean Scores of Students in Experimental and Control Groups (Total)
- 5.4 Summary of Analysis of Variance of Pre and Post Achievement Test Score of Boys in Experimental and Control Groups
- 5.5 Summary of Analysis of Covariance of Pre and Post Achievement Test Scores of Boys in Experimental and Control Groups
- 5.6 Data for Adjusted Means of Post test Sores of Boys in Experimental and Control Groups
- 5.7 Summary of Analysis of Variance of Pre and Post Achievement Test Scores Girls in Experimental and Control Groups
- 5.8 Summary of Analysis of Covariance of Pre and Post Achievement Test Girls in Experimental and Control Groups
- 5.9 Data for Adjusted Means of Post test Scores of Girls in Experimental and Control Groups
- 5.10 Summary of Analysis of Variance of Pre and Post Achievement Test Scores of Students in Govt. Schools in Experimental and Control Groups
- 5.11 Summary of Analysis of Covariance of Pre and Post Achievement Test Scores of Students in Govt. Schools in Experimental and Control Groups
- 5.12 Data for Adjusted Means of Post test Achievement Sores of Students in Govt. School in Experimental and Control Groups
- 5.13 Summary of Analysis of Variance of Pre and Post Achievement Test Scores of Students in Private Schools in Experimental and Control Groups
- 5.14 Summary of Analysis of Covariance of Pre and Post Achievement Test Scores of Students in Private Schools in Experimental and Control Groups
- 5.15 Data for Adjusted Means of Post test Achievement Sores of Students in Private School in Experimental and Control Groups
- 5.16 Summary of Analysis of Variance of Pre and Post Achievement Test Scores of Students in Urban Schools in Experimental and Control Groups
- 5.17 Summary of Analysis of Covariance of Pre and Post Achievement Test Scores of Students in Urban Schools in Experimental and Control Groups
- 5.18 Data for Adjusted Means of Post test Achievement Sores of Students in Urban Schools in Experimental and Control Groups
- 5.19 Summary of Analysis of Variance of Pre and Post Achievement Test Scores of Students in Rural Schools in Experimental and Control Groups
- 5.20 Summary of Analysis of Covariance of Pre and Post Achievement Test Scores of Students in Rural Schools in Experimental and Control Groups
- 5.21 Data for Adjusted Means of Post test Achievement Sores of Students in Rural Schools in Experimental and Control Groups
- 5.2 Results from Value Conflict Resolution Schedule
- 5.22 Statements Regarding the General Aims of Education
- 5.23 Statements Regarding the Objectives of Language Education
- 5.24 Language vs. Social studies in Integrated Treatment of Value Education
- 5.25 Isolated vs. Environmental Language Learning
- 5.26 Use of Controversy in Curriculum Transactions
- 5.27 Strategies to be Selected for Resolving Value Conflicts
- 5.28 Debate and Role- playing as Strategies for Teaching Social Aspects
- 5.29 Subjects Suitable for Analysing Controversial Issues
- 5.30 Extreme Environmentalist Values
- 5.31 Masculine and Feminine Discourse
- 5.32 Values on Individual Ownership and Property Rights
- 5.33 Survival vs. Non-violence
- 5.34 Situations in Which JIM Could be Naturally Triggered
- Vl. QUALITATIVE ANALYSIS: LITERARY, DISCOURSE AND HISTORICAL DIMENSIONS
- 6.0 Introduction
- 6.1 Historical Exploration to Enrich the Concept of JIM
- 6.2 Discourse Analysis
- VII. CONCLUSlON AND SUGGESTION
- 7.0 Introduction
- 7.1 Resume of Findings
- 7.2 Suggestions
- 7.3 Conclusion
- BIBLIOGRAPHY
- 1 THE RIGHTFUL HEIRS OF THE EARTH (ENGLISH VERSION)
- 2 QUESTION PAPER FOR THE POST ACHIEVEMENT TEST
- 3 LESSON TRANSCRIPT ON JIM
- 4 VALUE CONFLICT RESOLUTION SCHEDULE (MALAYALAM VERSION)
- 5 VALUE CONFLICT RESOLUTION SCHEDULE (ENGLISH VERSION)