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  • TITLE
  • DECLARATION
  • CERTIFICATE
  • ACKNOWLEDGEMENT
  • CONTENTS
  • LIST OF TABLES
  • LIST OF FIGURES
  • LIST OF PHOTOGRAPHS
  • LIST OF GRAPHS
  • I INTRODUCTION
  • PREAMBLE
  • Significance of the Study
  • Statement of the Problem
  • Definition of Key Terms
  • Objectives of the Study
  • Hypothesis
  • Scope
  • Limitations
  • II REVIEW OF CONCEPTUAL LITERATURE PREAMBLE
  • PREAMBLE
  • A. ENVIRONMENTAL EDUCATION
  • B. ENVIRONMENTAL KNOWING
  • C. COMMUNITY
  • Community Resources
  • The Controversy around the Community School in the UK
  • D. CURRICULUM CONTEXTUALISATION STUDIES
  • The Home Environment
  • 1. Indicating linking of school, home and community environment
  • The School Environment
  • Community Environment
  • Links between School, Home and Community
  • Linking the Learning Environment
  • 2. Showing linking the leaning environment
  • III SURVEY OF RELATED STUDIES
  • A. ENVIRONMENTAL COGNITION / EDUCATION
  • B. CURRICULUM CONTEXTUALISATION STUDIES
  • C. MULTIGRADE TEACHING ON SMALL COMMUNITIES
  • D. COMMUNITY AND OUTDOOR EDUCATION (GENERAL)
  • E. ENVIRONMENTAL / DEVELOPMENTAL EDUCATION STUDIES: INDIAN STUDIES
  • A. SOME SPECIAL PROJECT TYPE STUDIES DONE1 PRESENTEDIN KERALA
  • VI METHODOLOGY
  • PREAMBLE
  • A. THE METHODS USED: CLASSIFIED IN WELL-KNOWN METHODOLOGY
  • Analysis
  • a. Documentary Analysis
  • b. Situation Analysis
  • c. Curricular Analysis
  • Case Study
  • Documentary Analysis cum Case Study
  • The Survey
  • a. Attitude Scale
  • 1. Item Analysis Statistics of attitude scale
  • b. Judgement Schedule
  • Experimental Approaches
  • Constructive Approaches
  • B. THE QUALITATIVE COMPONENT ADDED
  • The Need of Adding Qualitative Approaches
  • The important Aspects of Qualitative Research
  • Validation Procedures in Qualitative Research
  • The Synthesis of Qualitative and Quantitative Approach
  • V DOCUMENTARY ANALYSIS, EXPERIMENTAL CONSTRUCTS AND CASE STUDIES
  • PREAMBLE
  • A. DOCUMENTARY ANALYSIS
  • The Expanding Habitat
  • Natures Bounty
  • 1. No artificial colours, no added fragrance
  • 2. Vitamin sea
  • 3. View with a room house boat in the backwater
  • Geography
  • Topography
  • Climate
  • Soil Type
  • Flora
  • 4. Kurinchi flowers in full bloom
  • Fauna
  • Agriculture and Agricultural Research
  • 5. Varayadu
  • 6. Birds on the beach of the Backel Fort Beach
  • 7. Central State Farm at Aralam
  • Animal Husbandry and Dairy Development
  • Fisheries
  • Natural Resources
  • Minerals
  • Industry
  • Water
  • Religion
  • 8. Jaina temple (Wayanadu)
  • 9. Thirunelli Temple
  • Folk Arts and Festivals
  • 10. Kalaripayattu (2)
  • 11. Theyyam (2)
  • 12. Kathakali
  • 13. Secular festivals (2)
  • B. HISTORY MADE LIVING WITH ARCHAEOLOGY & OTHER SOURCES
  • 14. Edakkal Cave (2)
  • 15. Fort St. Angelo at Kannur
  • 16. Fort built by Tippu Sultan
  • 17. Pazhassi Tomb at Mananthavady
  • 18. Copper plate and Stone inscription (vattezhuthu)
  • C. A TRYOUT IN ALAPPUZHA OF APPLICATION OF ANALYSIS
  • 19. Light house (Alappuzha)
  • 20. Sea bridge at Alappuzha Port
  • 21. Karumadi temple & Karumadikuttan at Ambalappuzha
  • 22. Arthunkal Church
  • D. CASE STUDIES: IDENTIFYING / USING COMMUNITY RESOURCES
  • 1. The Mud Bank / Chakara: Ethno Science of the Fishing Community
  • 2. Tapping the Rich Resource of Socially Weaker Sections
  • 3. Kunchan Smaraka Mandiram, Ambalappuzha: Seat of Art form Tullal
  • 4. The Itinerant Pesticide Promoter as a Community Educator
  • 5. Dayals Experimental Plot
  • 6. Kuriakoses Ecosystem: a Case cum Experiment
  • 7. Participant Observation cum Naturalistic Experiment in Government Fisheries Vocational Higher Secondary School
  • 8. Purposeful Map Reading Through Local Maps from Panchayat Report
  • 9. The Polio Home, Representing Centres for the Disabled
  • 10. Mitranikethan: A Case Study of Community-Centered Education and an Education-Centered Community
  • 11. Farm Information Bureau
  • 12. Centre for Science in Society (C-Sis)
  • 13. The Kerala Sastra Sahitya Parishat (KSSP) as a Secular State-wide Learning Community
  • 14. The Investigators Gardens: Towards a Habitat Education Centre.
  • 23. Botanical exsplorations (3)
  • VI ANALYSIS OF ENVIRONMENT- INVESTIGATORY CURRICULUM: SURVEY OF ATTITUDES / OPINIONS ON IT
  • PREAMBLE
  • A. ANALYSIS OF ENVIRONMENT-INVESTIGATORY CURRICULUM
  • B. SURVEY RESULTS
  • Analysis of the Results of the Attitude Survey
  • 2. Calculation of mean and related statistics of attitude scores of the total sample
  • 1. Attitude scores of the total samples
  • 3. Cumulative frequencies of the total attitude scores of the whole group leading to calculation of median and related statistics
  • 2. Attitude scores of male and female subsamples
  • 4. Frequency distribution of the attitude scores of the Male & Female sub samples and the relevant comparative statistics
  • Analysis of the Individual Items and Clusters in Terms of Degree of Agreement
  • 5a. Integrated Approach
  • 5b. Use of the local environment
  • 5c. Community links: Principles and Practice
  • 5d. Sensitisation to resources outside the public instruction system: folk sources, extension centre and reports at local and higher levels
  • 5e. The problems of merging the small community in the larger community in the interest of the national integration and standard curriculum
  • 5f. Project / Problem approach verses systematic teaching skills
  • 5g. The expert verses situation analysis in curriculum formation
  • 5h. Project / Problem approach verses systematic teaching of skills
  • Judgement of Behavioural Changes Following the New Approach
  • Comparison between Pupils in Class 8 and those in Classes 9 & 10
  • 6. Judgement of behaviour of pupils of class 8 compared with pupil of class 9 and 10 relating to activity and community orientation.
  • 3. Graph of data relating to Table-6
  • Comparison of the Behaviours when Trainee was a School Pupil and Now
  • 7. Comparison of weighted scores of the trainees recollected status when they were high school pupils with the rating of class 8 pupil trained in environmental-oriented curriculum
  • 4. Graph of data relating to Table-7
  • 8. Frequent versus Rare / Non-occurrence of certain teacher / pupil behaviours-earlier and now - tested for independence by Chi square
  • VII CONCLUSION
  • A. SUMMARY OF THE WHY AND HOW OF THE STUDY
  • B. SUMMARY OF FINDINGS
  • C. INTEGRATED EDUCATION MODELS USING ENVIRONMENT AND COMMUNITY RESOURCES
  • 1. Unity in diversity
  • 2. Learning from below
  • 3. Community learning and producing
  • 4. Cultural dialectics
  • 5. Invisible pedagogy
  • 6. Triangulations
  • 7. Hierarchies and expanding circles
  • BIBLIOGRAPHY
  • APPENDICES
  • QUESTIONNAIRE ONCOMMUNITYIENVIRONMENT - ORIENTED INTEGRATED EDUCATION