PEACE EDUCATION, MEANING, SCOPE,DEFINITION, IMPORTANCE |B.ed|

John Dewey:"Education is the fundamental method of social progress and reform."     

PEACE EDUCATION,B.ED

WHAT IS PEACE EDUCATION?

The process of gaining values, information, attitudes, abilities, and behaviors necessary to live in harmony with oneself and others in the natural world is known as peace education. 

In order to mold young minds and get future generations ready for the difficulties they will confront, schools are essential. Instilling empathy, respect, and the ability to resolve conflicts can be effectively accomplished by incorporating peace education into the school curriculum. This essay will discuss the value of teaching peace education in schools and how it might promote kind and peaceful neighborhoods.

DEFINITION OF PEACE EDUCATION

UNESCO defines peace education as "Peace education is aimed at promoting a culture of peace by developing attitudes, values, and behaviors that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation among individuals, groups, and nations."

Maria Montessori defines peace education as "Establishing lasting peace is the work of education; all politics can do is keep us out of war."

Johan Galtung defines peace education as "Peace education is a process of instilling in learners the knowledge, skills, attitudes, and values needed to bring about behavioral changes that will enable children, youth, and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an intrapersonal, interpersonal, intergroup, national, or international level."

Betty Reardon define peace education as "Peace education is the transmission of knowledge about and the development of attitudes, skills, and behaviors to enable individuals to live in harmony with themselves, others, and the natural environment."

  The Purpose, Significance, and Function of Peace Education in Life. 

The fundamentals of both education and peace are encompassed by peace education. Despite having a similar name, its objectives are very different from those of traditional instruction. 

Peace is always separated into two categories by writers. Positive peace is the opposite of negative peace. The existence of physical violence and warfare is referred to as negative peace. Positive peace is the absence of social injustice and the danger of violence.

The idea of peace education is broad and constructive. Since the goal of peace education is to teach everyone how to live in harmony with one another, its necessity and significance become evident. It supports equality, peace education, and the discouragement of violence.

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 OBJECTIVES AND AIMS OF PEACE EDUCATION 

The goal of constructing peace education is multifaceted. The following are a few that are discussed: 

1.The promotion of peace is the primary goal of peace education. People who study the arts are more able to understand peace. There are many possibilities to study about and understand the significance of peace education through literature, fine arts, photography, painting, music, dance, and other artistic mediums. 

2.Gaining an understanding of the national security systems is one of the goals of peace education. They must comprehend that there are alternatives to war. 

3 .Additionally, peace education aids in their comprehension of global politics, the weapons race, the prison industrial complex, etc.

4.One of the most crucial elements of peacebuilding is the development of intercultural understanding. Respect and understanding between nations have been eroded by the "us vs. them" mentality. It had previously done so. 

5.Encouraging peace education is effective when people begin to appreciate one another's cultures and develop a mutual understanding and respect. 

6.Developing students' morals and competencies is one of the goals of peace education. It is crucial in order for pupils to lead fulfilling lives.

IMPORTANCE OF PEACE EDUCATION 

Teaching regular academic courses is not the only aspect of peace education in schools. Using a comprehensive approach, the goal is to help students acquire the knowledge, abilities, and attitudes needed to promote peace on a variety of levels.

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The cultivation  of interpersonal, societal, and personal harmony is the main goal. Schools may be agents of positive change by giving kids the chance to learn about peace, have conversations, and hone their conflict resolution skills. Human rights education, diversity appreciation, environmental sustainability, conflict resolution, and global citizenship are just a few of the topics and activities that make up peace education in schools. It places a strong emphasis on critical thinking, active learning, and collaborative teaching strategies to equip students to be responsible global citizens. 

Students benefit from peace education in the following ways:

1.Emotional intelligence and Conflict Resolution: Peace education gives pupils the skills they need to settle disputes amicably. It supports their ability to empathize, actively listen, comprehend the underlying reasons of disagreements, and have productive conversations. Schools help students resolve problems peacefully and create stronger connections by fostering emotional intelligence and conflict resolution abilities. Program effect evaluations for peace education can be difficult to do. Nonetheless, research indicates that peace education can help lower rates of violence, develop empathy, encourage communication, and help students become more adept at resolving conflicts.

2.Global Citizenship and Social duty: Students who receive peace education are more likely to feel a feeling of social duty and global citizenship. Students are inspired to take action on issues like poverty, inequality, and environmental degradation by seeing how interrelated our world is. They gain a sense of agency and become aware of their part in making the world a more equitable and peaceful place.

3.Peace education promotes the development of critical thinking and problem-solving abilities. Pupils gain knowledge of how to evaluate disputes, challenge presumptions, and consider different viewpoints. Schools enable students to find innovative and peaceful solutions to challenging issues in both their personal and social contexts by cultivating their analytical skills.

4.Effective communication is essential for harmonious cohabitation. This includes both positive communication and active listening. The value of empathy, nonviolent communication, and attentive listening is emphasized in peace education. Schools promote an environment of collaboration, mutual understanding, and open-mindedness by giving students the chance to voice their opinions, listen to others, and hold conversations.

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5.Respect for variety and Empathy: Peace education promotes understanding, respect for variety, and empathy. Through gaining knowledge about diverse cultures, customs, and viewpoints, students expand their perspective and recognize the need of inclusivity. This knowledge fosters acceptance, lessens discrimination, and makes schools hospitable and courteous for everyone.

SCOPE OF PEACE EDUCATION 

There are several ways to understand the extent of peace education: 

1.Curricular Integration: - 

Formal Education: Add peace education to primary through tertiary school curricula.- Informal Education: Peace-promoting extracurricular activities, workshops, and community-based 

2. Dispute Resolution and Management: Providing techniques for settling disputes amicably.

3.Education on Human Rights: Advancing knowledge and comprehension of human rights.- 

4.Global Citizenship: Promoting awareness of global issues and a sense of global responsibility.- 

5.Environmental Sustainability: Linking sustainability and environmental care with peace.

6.Intercultural Understanding: Encouraging tolerance and knowledge between many faiths and civilizations.

7.Social Justice: Dealing with issues related to discrimination, inequality, and social justice.

 8.Active Education: Utilize role-plays, role-playing, and group discussions to include students.

9.Children and Youth: Fostering peace-oriented values from a young age.

10.Educators and Trainers: Providing teachers with the tools and knowledge to teach peace education.

11.Community Leaders and Members: Engaging community stakeholders in peace-building efforts.

12.Policymakers and Governments: Advocating for policies that support peace education initiatives.

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CONCLUSIONS 

The best way to make a living and lead a fulfilling life is through education. But it also serves another purpose. Education for peace goes beyond earning a living. It educates pupils to think critically and logically as well as how to preserve harmony and peace in the world. Creating a positive atmosphere and raising people's awareness of the value of promoting peace are the two main goals of peace education.

NATIONAL SKILL DEVELOPMENT FRAMEWORK(NSDF),meaning,aims ,need, issues,benefits, levels and elements.

NSDF/NSQF

 ( NATIONAL SKILL QUALIFICATION FRAMEWORK or NATIONAL SKILL DEVELOPMENT FRAMEWORK)

NATIONAL SKILL DEVELOPMENT FRAMEWORK

Government of India took initiative in the year 2013 and introduced National Vocational Education Qualification Framework (NVEQF) which was renamed afterward as – “National Skills Qualifications Framework (NSQF).

Scheme of Community Colleges;

Deen Dayal Upadhyay Centres for Knowledge Acquisition;

Upgradation of Skilled Human Abilities and Livelihood (KAUSHAL);

All three schemes by GOI are included in the National Skills Qualification Framework with an aim to provide skills to learners and become a “superpower” in the upcoming years.

A framework for quality assurance is the NSQF. It is a competency-based skill framework that is nationally integrated into education and will offer a variety of horizontal and vertical pathways within and between vocational education and training, as well as between general education, technical education, vocational education, and training, thereby connecting one level of learning to a higher level.

The NSQF's connection of levels enables students to achieve targeted competency levels, facilitates job market transitions, and permits additional skill acquisitions to further augment competencies at the appropriate moment. Additionally, the NSQF will offer the following: Global Equivalency: National policies for defining skill competency and competencies at various levels will be provided in order to accomplish this.

 Additionally, NSQF will offer capabilities for many entry and departure points between general and technical education, job markets, vocational education, and skill training. progressive pathways that fit within the parameters of the required skill sets. Offer chances that promote both skill development and lifetime learning and training. connections with markets and industries to comprehend the demands of the labor market.

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10 Levels of National Skills Qualifications Framework (NSQF).The NSQF levels range from one to ten are categorized by learning outcomes that learners must acquire through their formal, informal, or non-formal acquisition.

To help people reach their chosen competency levels, NSQF is a nationally integrated education and competency-based framework. A hierarchy of levels is used by the National Skills Qualifications Framework (NSQF) to arrange qualifications.

AIMS/OBJECTIVES OF NSDF

1. Taking into account the diversity present in the nation's education and training systems. 

2. Permitting the creation of a set of credentials that are recognized across the country at every level. 

3. Offering a framework for all of the advanced paths' upkeep and advancement. These routes facilitate people's easy transitions between various training and education sectors and the workforce, as well as between these sectors and qualifications. 

4. Offering people the chance to advance through education and training while also assisting them in getting credit for prior experiences and lessons learned. 

5. Improving and facilitating the movement of individuals holding NSQF-compliant qualifications both domestically and internationally by better acknowledging the worth and comparability of Indian qualifications.

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 BENEFITS  OF NSQF

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WHY DO WE NEED NSQF?

India Needs a Qualifications Framework In India, a Qualification Framework is essential for establishing uniformity and acknowledging academic credentials. It makes it simple to compare credentials on a national and worldwide level. It guarantees that credentials satisfy societal and business demands. Individuals' employability and mobility are improved with a clear framework. It encourages the development of skills and lifelong learning. It is in favor of educational accreditation and quality control. It synchronizes training and education with social and economic objectives. It increases the transparency and legitimacy of the educational system as a whole. It assists in bridging the knowledge gap and meeting industrial demands. In the end, it helps India develop and become more competitive internationally.

ISSUES WITH THE NATIONAL SKILLS  QUALIFICATION SYSTEM 

ENVIRONMENTAL EDUCATION B.ED NOTES

1. A lack of coordination exists between the Ministry of Human Resource Development, which oversees vocational education at the school and university levels, and the Ministry of Skill Development, which provides non-university and non-school related courses. 

2. The National Skills Qualification Framework's course curriculum, which facilitates upward mobility similar to ordinary academic education, is not well defined.

 3. There is no link between theoretical knowledge and real-world experience in a vocational field and university level vocational training.

NCF 2005 B.ED NOTES

ELEMENTS/CRUCIAL ASPECTS OF NSQF

Several essential components define the National Skills Qualifications Framework (NSQF).

1.Promotion of Skill Proficiency: The NSQF is focused on equipping people with information and skills that are applicable to the industry. They become more employable both locally and internationally as a result of this.

2. Multiple Entry and Exit Provisions: The NSQF gives students the freedom to join and leave the system at different levels. Their varied demands and backgrounds are met by this.2. Opportunities for Lifelong Learning The NSQF promotes education for life. It offers a methodical way for people to keep improving their knowledge and abilities. 

3. Industry-Standard Preparedness – Training programs are matched with industry-specific standards by the NSQF. It guarantees that graduates have the abilities and know-how that businesses require.

LIFE SKILL EDUCATION B.ED NOTES

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CONCLUSION

The National Skill Qualification Framework connects one level of learning to a higher level by offering a variety of horizontal and vertical pathways, including general education, technical education, vocational education, and vocational training. It is a nationally integrated education and competency-based skill and quality assurance framework.

CONCEPT OF PHYSICAL SCIENCE

THEORY OF JEAN PIAGET

LIFE SKILL EDUCATION, MEANING AND CONCEPT, IMPORTANCE, TYPES, AIMS, CORE SKILLS BY WHO,ROLE OF TEACHERS, SCHOOL AND COMMUNITIES IN DEVELOPMENT OF LIFE SKILLS FOR LEARNERS||B.ED NOTES|| ENVIRONMENTAL EDUCATION ||

LIFE SKILL EDUCATION :MEANING AND CONCEPT OF LIFE SKILL EDUCATION

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Education in life skills is one kind of such talent. As a result, the youngster gains the capacity to live his life appropriately and to plan his responsibilities in a methodical way. This kind of education focuses on developing the child's abilities so that, given the right circumstances, he may use his intelligence and ability to make judgments. Such sufferings must simultaneously emerge in human existence. in order for him to become a capable. In order to engage with others and with themselves in their immediate environment, make highly skilled decisions, and solve a variety of problems, an individual needs a certain combination of social skills and personal qualities. Furthermore, life skills are the abilities needed to constructively handle any situation in order to get the intended result. Encouragement to adjust to society, support positive behavior in oneself, and take a positive view of one's job are all ways to build life skills.

It is feasible to facilitate a child's development if all facets of their personality are considered. For this reason, life skills education is crucial to everyone's existence. A child's entire personality is taken into account when teaching life skills. It provides the bravery to face difficulties in order to accomplish any goal and the strength to handle any kind of circumstance. Better outcomes are possible when life skills are incorporated into the school curriculum for the pupils.
The term "life skill" refers to fundamental abilities obtained from education or experience. One might also consider the daily schedule to be a life skill. Other aspects of life skills are the control over your emotions, money, health, and academic achievement, among other things. Engaging in life skills practice can enhance a child's self-worth, social skills, and self-assurance. Your life is becoming more equipped with life skills. Currently, the precise definition of life skills is a collection of psychological abilities and social skills that support individuals in making choices, developing healthy relationships, problem-solving, and effective communication.

IMPORTANCE OF LIFE SKILL EDUCATION

Understanding the value of life skills is essential if we hope to lead successful lives. Putting it into practice in our daily lives is equally crucial. Our lives can proceed in a straightforward and appropriate manner if this occurs. Life skills enable us to be competent in knowing how to simplify our lives, make them positive, and choose the best ways to spend our time. As a result, life skills are crucial to our success. It refines the capacity to flourish in every sphere of society and adjust to any situation. Because life skills are so vital, it is important to address the lack of them in the next generation.
Students can gain self-confidence by learning life skills. It encourages cooperation and communication in them. It equips them to act quickly in any bad situation.

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DIFFERENT TYPE OF LIFE SKILLS

 There are two categories of life skills that pupils must learn.
General Life Skills is the first, while High-Level Skills is the second. 
✔️GENERAL SKILL
Self-assurance abilities. ability to make decisions. Techniques for reducing stress. Adversity skills for adjustment. Self-knowledge abilities. The ability to have a negative inclination towards misconduct. constructive actions. Critical Thought. The abilities of society toward one another.Superior abilities.
✔️HIGH LEVEL SKILL
 It includes the following competencies:
Outstanding warmth and intelligence. Mentality. both a physical and mental relaxant. Setting objectives and addressing issues. Interaction. social assistance. living standard along with health.

PURPOSE/AIMS OF LIFE SKILL EDUCATION 
The purpose of developing life skills The goals for life skill development are as follows. the reason behind societal growth. growth of knowledge from experiments. The rationale behind adjustment power development. Develops Life Values is the goal. The aim of cognitive growth. of comprehensive growth.

TOP 10 CORE LIFE SKILL BY WHO(WORLD HEALTH ORGANISATION)

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There are many such skills, but 10 core life skills laid down by WHO are:

1.Self-awareness:Self-knowledge Understanding oneself, our personality, our virtues and shortcomings, as well as our likes and dislikes, is a key component of self-awareness. Being more self-aware can make it easier for us to identify times when we feel pressured or stressed. It is frequently a requirement for establishing empathy for other people as well as for successful interpersonal relationships and communication.

2.Empathy:We must be aware of and considerate of the needs, wants, and feelings of others if we are to build healthy relationships with our loved ones and society at large. The capacity to picture another person's life is known as empathy. Our interactions with other people will be one-way if we lack empathy. Accepting someone who may be extremely different from us might be made easier with empathy. This can enhance social relations in particular when there is a range of ethnicities or cultures.

3.Critical thinking:The capacity for objective analysis of data and experiences is known as critical thinking. By enabling us to identify and evaluate the elements—such as values, peer pressure, and the media—that shape our attitudes and behaviors, critical thinking can improve our health.

4.Creative thinking:Four qualities define creative thinking: fluency (producing new ideas), flexibility (changing perspectives readily), originality (conceiving of something new), and elaboration (building on earlier ideas). Creative thinking is a novel way of viewing or doing things.

5.Decision making:Making decisions about our life gives us the ability to respond to them in a positive way. There may be negative health effects from this. It can instruct individuals on how to actively choose their course of action based on a health assessment of various possibilities and the anticipated consequences of those choices.

6.Problem Solving:Our ability to solve difficulties helps us approach life's challenges in a positive way. Unresolved major issues have the potential to induce psychological stress and physical strain as well. The process of recognizing and resolving disputes or issues is known as problem-solving. It entails dissecting an issue into its constituent elements, considering several approaches, and selecting the most effective one. Everyone needs to be able to solve problems because it makes it easier for us to recognize and deal with issues in our communities, workplaces, and personal lives.

7.Effective communication:Being able to express ourselves verbally and nonverbally in ways that suit our cultures and circumstances is a necessary component of effective communication. This entails having the capacity to communicate wants, worries, and opinions. It might also entail having the ability to request guidance and assistance when needed. Understanding the causes of stress in our lives, how it affects us, and taking action to decrease our stress levels by altering our surroundings or way of life and developing relaxation techniques are all part of coping with stress. Identifying our own and other people's emotions, understanding how emotions affect behavior, and knowing how to react to emotions are all part of coping with emotions. Strong feelings like grief or rage can have detrimental effects.

APPLICATION OF PHYSICAL SCIENCE

8.Interpersonal relationship:Positive relationships with the people we engage with are facilitated by having interpersonal connection skills. This could entail having the ability to form and maintain cordial relationships, which is crucial for maintaining our social and mental wellbeing. Maintaining positive relationships with family members, who are a crucial source of social support, could be necessary. It might also imply having the ability to end relationships amicably.

9.Coping with stress:Up to 95% of illnesses and diseases are the result of false ideas like "I'm not good enough" or "Something is wrong with me." The cell's membrane functions as its brain rather than its nucleus. The cell membrane contains our stored beliefs. Our actions are always based on unconscious programming that is stored as beliefs in our cells, unless we are completely mindful of what we are doing and why at all times. Stress has been shown to be the primary cause of mental, emotional, and physical illness in scientific studies. learning how stress, aging, addiction, and disease are caused by unconsciously held physical, mental, and emotional habits; regaining youthful vigor, joy, and well-being by awareness and small lifestyle changes.

 10.Coping with emotions:Our emotions serve as a fantastic gauge of our wellbeing. When our minds are not consumed by pessimistic thoughts, we experience joy, love, and tranquility. Feelings of dread, anger, or depression are clear indicators that our thinking has turned negative and unhealthy. Gaining this understanding and deciding to stop thinking negatively can have a profoundly transformative effect on one's life. Our lifetime needs to be spent learning how to regulate our emotions, which is a skill we must acquire at an early age. It's a talent that will boost our productivity at work and help us build stronger interpersonal ties.

ROLE OF SCHOOLS IN LIFE SKILLS EDUCATION FOR LEARNERS

1.Curriculum Integration: Systematic learning opportunities are ensured by integrating life skills education into the curriculum.

 2. Extracurricular Activities: Offering a variety of extracurricular activities, such clubs, athletics, and the arts, helps students develop their leadership, cooperation, and communication abilities.

3.Counseling Services: Providing counseling services enhances the ability to resolve conflicts, make decisions, and maintain emotional health. 

4. Life Skills Courses: Introducing targeted courses that emphasize critical life skills such as time management, problem-solving, and financial literacy improves practical knowledge.

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 5.Partnerships: Working together with businesses and community organizations enhances educational opportunities and exposes students to real-world situations.

ROLE OF TEACHERS IN LIFE SKILLS EDUCATION FOR LEARNERS

1 Guidance and Instruction: To effectively assist students in learning critical life skills, teachers offer structured guidance and instruction. 

2.Modeling Behavior: Teachers act as positive role models for their students, exhibiting attitudes and actions that they can adopt and incorporate into their own lives. 

3.Facilitating Learning Activities: Through a variety of learning activities, including group projects, conversations, and real-world simulations, teachers give students the chance to practice and apply life skills. 4.Feedback and Reflection: Instructors assist students in identifying areas of strength and growth in the development of their life skills by providing them with constructive criticism and encouraging them to think back on their experiences.

5.Encouraging Critical Thinking: Instructors push students to analyze circumstances, make educated judgments, and take into account other points of view. This fosters critical thinking and problem-solving abilities. 6. Developing Confidence and Resilience: Teachers help kids develop resilience, self-worth, and confidence so they can face obstacles head-on and look forward to the future. 

7. Cultivating Collaboration and Communication: Teachers help students develop their ability to collaborate and communicate effectively by encouraging polite conversation, attentive listening, and teamwork.

SCHOOL BASED ACTIVITY

ROLE OF COMMUNITIES IN PROVIDING LIFE SKILL FOR LEARNERS

1. Providing Resources: Learning and skill-building activities are facilitated by the resources that communities make available, such as libraries, community centers, and recreational centers.

 2.Providing Mentorship: Members of the community, such as professionals, the elderly, and volunteers, can act as mentors and role models for learners, offering them direction, support, and practical life lessons. 

3. Creating Learning Opportunities: To improve learners' educational experiences, community groups and initiatives offer a range of learning opportunities, including seminars, workshops, and skill-building courses.

4.Encouraging Civic Engagement: To promote social awareness, empathy, and a sense of duty, communities urge students to take part in volunteer work and civic events.

 5. Addressing Social Needs: To make sure that students have the tools and support they require to succeed, communities offer social assistance, healthcare, and counseling services, among other support networks. 6.Encouraging Lifelong Learning: By providing educational opportunities and programs that allow learners of all ages to keep improving their knowledge and skills throughout their lives, communities foster a culture of lifelong learning.

CONCLUSIONS 

Through proactive action, life skills assist young people in promoting health and harmony as well as protecting themselves. A person must recognize his main advantages and disadvantages. Self-esteem and confidence in oneself are the instruments that will enable him to recognize the same.

ENVIRONMENTAL EDUCATION,MEANING, CONCEPT,SCOPE AND STRATEGIES||B.ED NOTES||

MEANING AND CONCEPT OF ENVIRONMENTAL EDUCATION 

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The process through which people investigate environmental issues in order to take necessary, timely, and appropriate action to correct any environmental problems is known as environmental education.

 People gain a deeper awareness of environmental challenges and significant shifts in ecosystem behavior through environmental education. Making appropriate judgments for the environment's improvement is made possible by their understanding of the subtleties of environmental challenges.
Although the phrase and notion of "environmental education" are relatively recent, they have extremely old cultural roots. The earliest of the four Vedas is the Rigveda. "The dust (Dhula) of mother Earth and the light of father sky should remain to be associated with full brightness for our welfare," the Rigveda says. The Rigveda states that there are three different types of God: celestial, aerial, and terrestrial, or land, air, and water. Of these, Brihaspati is the most significant, denoting knowledge of these texts. Because the environment and the creature were so closely intertwined, it was difficult to think of the organism as existing outside of nature or the environment, which meant that the entire Brahamanda was full of serenity and happiness.
While studying geography, the social sciences, and the natural and physical sciences raises understanding of environmental issues, they do not use strategies and tactics to correct imbalances and stop degradation. In a similar vein, studying psychology raises consciousness of learning; however, educational psychology raises awareness of learning in addition to practice of the approach and strategies for enhancing learning. While environmental education plays a part in enhancing life and values, environmental awareness is restricted to the understanding side of things.
Currently, it is believed that there is a relationship and connection between the environment and humans. Because of the negative impacts that light, air, and the dust of the earth have on humans, nature or the environment can be both sad and happy. As a result, it is widely acknowledged that environmental education is necessary. 

In accordance with the Tiwari Committee's recommendations, the nation has acknowledged the necessity of environmental education (1980). Many people agree that "environmental education" is desperately needed. The goal is to integrate environmental issues into all subject areas, in addition to introducing the topic of "Environmental Science" at all educational levels. To this end, we need to place a strong emphasis on innovative programs and methodologies for environmental education. It will raise issues with the environment.

 DEFINITION OF ENVIRONMENTAL EDUCATION 

“Environmental education is the process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among man, his culture, and his bio-physical surroundings. It also entails practice in decision-making and self formulation of a code of behavior about problems and issues concerning environmental quality.” –UNESCO (1910) Working Committee

 “Environmental education is a way of implementing the goals of environmental protection. It is not a separate branch of science or field of study. It should be carried out according to the principles of life-long integral education.” -UNESCO (1976) Seminar

“Environmental education is problem-centered, interdisciplinary, value-oriented, community-oriented, and concerns with man’s survival as species, based on student-initiated activities and involvements present and future-oriented.”

“Environmental activities will lead to study of natural and physical sciences, social sciences. Construction and creative skills will provide the basis for the practice of healthy living and will serve as the basis for environmental education.”

OBJECTIVES OF ENVIRONMENTAL EDUCATION

The objectives of EE are to create a global populace that is devoted to working both individually and collectively to find solutions to present issues and to stop the emergence of new ones, as well as one that is conscious of and concerned about the environment as a whole and the challenges associated with it (UNESCO, 1975). These are listed in the following order: 

1.Acquire awareness, or sensitivity, to the environment as a whole and the issues that surround it. 

2.Knowledge is the result of having a range of experiences and developing a fundamental comprehension of the environment and the issues it presents.

3.The ability to actively participate at all levels in the process of resolving environmental issues is known as participation. 

4.Evaluating environmental programs and educational measures in terms of ecological, economic, social, aesthetic, and educational issues is an example of evaluation skill. 

5.Develop the ability to recognize and address environmental issues.

CHARACTERISTICS OF ENVIRONMENTAL EDUCATION 

The review of the definitions of E.E. indicates the following main characteristics:

1.It is a process of recognizing the interrelatedness between man, and his physical, cultural, and biological surroundings.

2.It appears to be a process that equips human beings with awareness, skills, attitudes, values, and commitments to improve the environment.

3.It refers to the knowledge and understanding of the physical, biological, cultural, and psychological environment and to perceive its relevance to real-life situations.

4.It identifies the imbalances of the environment and tries to improve them in view of substance development.

5.It entails practice in decision making and self formulations of a code of behaviour about problems and issues concerning environmental quality.

6.It develops skills, attitudes, feelings, and values needed to play and productive role in improving life and values.

7.It involves a child’s investigation and systematic exploration of his own natural and social environment and prepares him to solve problems for improving his life.

8.It is problem-centered, interdisciplinary, value and community-oriented, and concerned with man’s survival and development. 

9.It concerns the present and the future.

It provides the basis for construction and creative skills for the practice of healthy living and improvement.

10.It involves both theoretical and practical aspects of the environment to improve the imbalances and prevent deterioration or pollution. 

SCOPE OF ENVIRONMENTAL EDUCATION 

Environmental education has a wide scope as it is one of the most important areas of study. People need to understand their duties and responsibilities towards the environment.

 The scope of environmental education can be explained with the help of the points given below.

1. The biological component The biological components of environmental education are the most crucial. The human race is the best example. Aspects that are biological also include things like bacteria, plants, animals, birds, and insects.

 2. The Physical Aspect There are two categories for the physical component of environmental education: natural and man-made. The elements of the physical world are land, water, air, and climate. However, man-made features include things like buildings, bridges, roads, highways, airports, railroads, dams, reservoirs, and so on. 

3. Cultural-Social Aspect These are the customs, cultures, and behaviors that people adopt in order to survive in a community. It may cover guidelines, legislation, moral convictions, etc.

EFFECTIVE STRATEGIES  FOR ENVIRONMENTAL EDUCATION 

 

1. Cultivating a Sense of Environmental Responsibility among Students.

2. Fostering Critical Thinking and Problem Solving in Environmental Education.

3. Adopting Experiential Learning Approaches.

4. Collaborating with Local Communities and Organizations.

5. Using Technology and Digital Tools to Enhance Environmental Education.

CONCLUSIONS 

Environmental education is not just a subject but it is an essential tool for building resilience in a changing world. With each generation equipped with this knowledge and passion for sustainability through effective environmental education strategies, we can pave the way for a brighter future where humanity coexists harmoniously with nature.

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LESSON PLAN ON WORK AND ENERGY ,STRUCTURE, 5E MODEL, B.ED INTERNSHIP

B.ED INTERNSHIP LESSON PLAN FOR B.ED TEACHERS,SCHOOL INTERNSHIP TRAINING ON TOPIC WORK AND ENERGY(PHYSICAL SCIENCE) 

 WHAT IS LESSON PLAN?

 An effective lesson plan is necessary to teach these ideas to pupils in a way that keeps them interested and informed. The goal of this essay is to give teachers a thorough manual for developing an engaging and successful work and  lesson plan.In addition to imparting theoretical knowledge, a well-structured lesson plan  also develops critical thinking and problem-solving abilities. Through the integration of interactive exercises, authentic scenarios, and useful applications, instructors may guarantee that learners not only understand the ideas but also see their relevance in the surrounding environment. The groundwork for a more thorough investigation of the laws governing the physical universe is laid forth in this lesson plan.

OBJECTIVES OF LESSON PLAN

Giving educators a strategic framework for delivering efficient and interesting education is one of lesson planning's main goals. Teachers try to create an environment that supports students' learning and comprehension through careful planning. Lesson plans function as road maps, delineating particular learning goals, pedagogical approaches, and techniques for evaluation. Lesson preparation aims to guarantee that students understand im portant ideas, pick up necessary skills, and satisfy academic requirements by establishing specific goals. Additionally, good lesson planning facilitates differentiation, which enables teachers to modify their teaching to meet a range of students' learning styles. The main objective is to provide a dynamic and meaningful learning environmenSTRt that supports students' knowledge and success.

HOW TO WRITE OF A LESSON PLAN: 5E MODEL

The 5E model is an instructional framework widely used in science education to engage learners and facilitate a deeper understanding of scientific concepts. The model is structured around five key phases, each beginning with the letter "E":

ENGAGE 

EXPLORE 

EXPLAIN 

ELABORATE 

EVALUATE 

 ▶️  ALSO VISIT 

SCHOOL BASED ACTIVITY FILE

1. Engage: To pique students' curiosity about the future class, grab their attention and draw on past knowledge.

2. Explore: Promote experimentation and experiential learning. Permit students to engage in activities that deepen their grasp of subjects.

3.explain: Give concise explanations and present formal ideas. Here, the instructor presents important material, elucidates ideas, and makes connections between them.

4. Elaborate: By extending the notions, you can gain a deeper knowledge. Students could pose questions, carry out more research, or apply what they've learned to novel circumstances.

5. Evaluate: Using a variety of techniques, including quizzes, tests, and discussions, gauge the students' comprehension. This stage finds areas that can benefit from reinforcement and assists in assessing the efficacy of the instruction.

Although it can be modified for a variety of areas, the 5E model is frequently utilized in science education.

▶️STUCTURE TO WRITE  LESSON PLAN 

 TOPIC:( WORK AND  ENERGY )

General instructions:

Name of the school:

Name of the student-Teacher:

Class:

Subject:

Topic:

Sub-topic:

Duration:

Date:

▪️ Teaching points:

▪️Teaching objectives:

▪️Teaching Learning materials (TLMs):

▪️Teaching Approach:

▪️Previous  knowledge:

➡️CLICK ON THE LINK FOR FULL TUTORIAL AND EXPLAINATION OF LESSON PLAN ON TOPIC WORK AND ENERGY

▪️PRESENTATION 

 

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LEV VYGOTSKY THEORY OF SOCIO-CULTURE,ZDP,MKO,SCAFFOLDING, EDUCATIONAL IMPLICATION, CRITICISM AND PIAGET VS VYGOTSKY.

VYGOTSKY'S THEORY OF COGNITIVE DEVELOPMENT/SOCIAL CONSTRUCTISM OF LEV VYGOTSKY

LEV VYGOTSKY WAS AN RUSSIAN PSYCHOLOGIST  WHO PROFOUNDED THE SOCIO-CULTURAL THEORY.HE WAS DESCRIBED AS STRUCTURALIST.

THEORY OF SOCIO-CULTURE

Over the past few decades, a lot of study and theory on cognitive development—particularly what is now known as socio-cultural theory—have been built upon the work of Lev Vygotsky (1934, 1978).

 He was the creative minded person who explained cognitive development of students based on social and cultural theories.According to him,community plays a central role.

Socio-cultural theory based on three important aspects :

👉SOCIAL INTERACTION- He explains that children acquire guidance from society and develop their cognitive  development and make this process of development on the basis of imitation.

👉 LANGUAGE-He represent language as a tool of communication with society and culture.

👉 CULTURE- Culture develops moral values in child,encourage to behave courteously and respectfully.

Child interact with with society and develop  himself.

Ideas like the zone of proximal development, private speech, and culture-specific tools are all part of Vygotsky's theory.

Vygotsky thought social and cultural influences had an impact on cognitive development. He placed a strong emphasis on the contribution that social interaction makes to children's mental development, including speech and reasoning.

Vygotsky was adamant that community is essential to the act of "making meaning."

Through cooperative conversations with more experienced members of society, children learn cultural values, beliefs, and problem-solving techniques as part of the socially mediated process of cognitive development.

One who possesses more skill or knowledge than the learner about a certain work, procedure, or idea is known as the more knowledgeable other (MKO).

In order to help a child acquire abilities within their zone of proximal development—the space between what they can accomplish on their own and what they can accomplish with assistance—the MKO can be a teacher, parent, coach, or even a peer.

Engaging with individuals who possess greater knowledge not only expands a child's vocabulary and skill set but also influences the development of higher-order cognitive processes like formal reasoning. Higher mental capacities could only emerge by connection with others who have greater mental capacities, according to Vygotsky.

In Vygotsky's view, adults in society help children develop cognitively by involving them in worthwhile and demanding tasks. Children learn from adults how their culture perceives and reacts to the outside world.

people display the significance people give to things, occasions, and life events. They teach the child how to think (the processes, the instruments to think with) as well as what to think (the information).

Children can learn collaboratively and cooperatively with peers or teachers thanks to Vygotsky's theory. Reciprocal teaching and scaffolding are two powerful educational techniques that draw on Vygotsky's theories.

By scaffolding, a teacher can help pupils acquire abilities that are just a little bit above their present level by offering support structures. Teachers and students alternately lead talks using techniques like summarizing and clarifying when they practice reciprocal teaching. In keeping with Vygotsky's theories, scaffolding and reciprocal teaching both place an emphasis on the collaborative creation of knowledge.

Vygotsky emphasized the role that language plays in the development of cognition. External speech is used to communicate with other people, while inner speech is used for mental reasoning.

These processes take place one after the other. A youngster uses words socially before the age of two; they do not have an internal language.

But as language and thought come together, the social language is absorbed and helps the child reason. The social environment is therefore deeply embedded in the child's education.

Culture's Impact

Vygotsky placed a strong emphasis on how a child's social environment affects their cognitive development.

According to Vygotsky, infants possess the "elementary mental functions," or foundational skills for intellectual development (Piaget emphasizes motor reflexes and sensory capacities). These arise from direct environmental exposure throughout the first two years of life.

Among the basic mental functions are;

👉Attention

👉Feeling/ sensation

👉Observation/ perception 

👉Recollection/ memory

These eventually grow into more complex and efficient mental processes—what Vygotsky terms as "higher mental functions"—through interaction within the socio-cultural environment.

Social Factors Affecting Cognitive Development

Like Piaget, Vygotsky thinks that early children are inquisitive and actively engaged in their own education, as well as in the process of forming new schemas and understandings.

On the other hand, Piaget placed more emphasis on self-initiated discovery, whereas Vygotsky highlighted the roles that society played in a child's growth.

Vygotsky (1978) asserted that a youngster learns a great deal through social interaction with an experienced instructor. The tutor may give the youngster verbal instructions or serve as an example of appropriate behavior.

This is what Vygotsky calls collaborative or cooperative dialogue. The youngster looks to the tutor—typically a parent or teacher—to understand the actions and directions given, internalizes the knowledge, and uses it to direct or control their performance.

Shaffer (1996) uses the story of a small child who receives her very first jigsaw puzzle. When she tries to solve the puzzle by herself, she doesn't do well. After that, the father sits down with her and goes over some fundamental techniques with her, such finding all the corner/edge pieces. He then gives her a few pieces to put together on her own and gives her support when she succeeds.

The father gives his child more freedom to work on their own as they gain proficiency. 

The More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD), two of Vygotsky's central ideas, are essential to comprehending his views on cognitive development.

☑ More knowledgeable other 

The term "more knowledgeable other," or "MKO," very much speaks for itself; it designates a person who is more proficient than the learner at a given task, procedure, or idea.

While it is implied that the MKO is an older adult or a teacher, this isn't always the case. Often, the people with greater knowledge or experience are a child's peers or an adult's offspring.

For instance, a youngster or their parents are more likely to be knowledgeable about the newest teen music groups, the best ways to win at the newest PlayStation game, or the proper way to execute the newest dance fad.

The MKO doesn't even have to be a human. Electronic performance support systems are being used by some businesses to assist employees in their learning process.

☑ Proximal Development Zone(ZDP)

The zone of proximal development, Vygotsky's second key idea, is connected to the idea of the more informed other.

This crucial idea has to do with the distinction between what a youngster can accomplish on their own and what they can accomplish with the help and support of an experienced partner.

As a result, Vygotsky places a lot greater emphasis on social interaction as a learning aid, contending that children will develop on their own, but not to their full potential.

For instance, the child would not have been able to solve the jigsaw puzzle in the example above on their own and would have needed a lot of time, if at all. However, the child was able to solve it after working with the father and has since become proficient in this ability, which they will use to solve other jigsaw puzzles.

☑ SCAFFOLDING

The child needs a framework to learn i.e ladder that can take him to that peak of learning.The peak that they reach to solve all problems that comes under their way of learning.

   This framework is vital for the development of the experience,skill and knowledge of the students,under which students systematically develop their cognitive development.

Language And Vygotsky

According to Vygotsky, language is developed for communication purposes through social interactions. According to Vygotsky, language is man's most useful means of interaction with the outside world.

Vygotsky (1962) asserted that language is essential to cognitive development in two ways:

1-It is the primary way that adults give youngsters information.

2The language itself turns into a very effective instrument for cognitive flexibility.

According to Vygotsky (1987), there are three types of language:

1-Social speech is exterior communication that people use to converse with each other (usually starting at age two);

2-Private speech, which is self-directed and has an intellectual purpose, and usually begins around age three;

3-Silent  inner speech-Once private speech assumes a self-regulating role and becomes quiet inner speech, it becomes less audible and disappears (usually around the age of seven).

Implications for Education

Vygotsky’s approach to child development is a sort of social constructivism, based on the premise that cognitive functions are the outcomes of social interactions.

According to social constructivism, learning happens via social interactions in a historical and cultural context, and knowledge is built.

By creating knowledge via social bargaining, Vygotsky highlighted the collaborative aspect of learning. He disagreed with Piaget's premise that learning could be isolated from its social environment.

Teaching approaches anchored in constructivism represent a purposeful move from traditional, didactic, memory-oriented transmission models (Cannella & Reiff, 1994) to a more student-centered approach.

Schools have historically been unable to create learning environments where students actively engage in their own education as well as that of their peers. But according to Vygotsky's theory, when it comes to collaborative learning, both the teacher and the pupils need to take on unconventional roles.

CRITISICM

Because translating Vygotsky's work from Russian takes a lot of effort, it has not been subjected to the same amount of close examination as Piaget's work.

Furthermore, it is more difficult, if not impossible, to refute Vygotsky's sociocultural perspective than Piaget's theory because it offers fewer concrete assumptions for testing.

One of the primary objections to Vygotsky's work may be related to the notion that it is applicable to all cultures. The notion that Vygotsky's theories are culturally universal is rejected by Rogoff (1990), who instead claims that scaffolding—which mostly relies on verbal instruction—might not be as helpful in all situations.

Indeed, there are situations where acquiring a skill through practice and observation may be more successful.

Social contact and culture are given a lot of attention, but many other facets of development are overlooked, like the significance of emotional factors—for example, how learning can be motivated by the satisfaction and sadness of failure as well as the joys of success.

Vygotsky placed too much emphasis on sociocultural elements and ignored the role of biology in shaping cognitive development. This theory is unable to account for the fact that research conducted across cultural boundaries reveal that the phases of development—aside from the formal operational stage—occur in the same sequence across all cultures, indicating that cognitive growth is the result of a biological maturation process.

VYGOTSKY VS.PIAGET 

1. Vygotsky value society and culture while piaget holds place for age for development.

2. Vygotsky was a person of social structure And piaget with cognitive structural ideas.

3. Vygotsky considers the guidance necessary for learning while Piaget Consider learning as a part of self activity.

4. According to Vygotsky, there is a born of first idea in child then language ,while piaget considered vice versa.

CONCLUSION:

The contributions made by Lev Vygotsky to developmental psychology have had a long-lasting influence. His sociocultural approach highlighted the significance of culture and social context while emphasizing the role of social interactions in cognitive development. Deeper knowledge of how learning takes place within a social framework is fostered by Vygotsky's notions, which continue to influence educational methods globally. These concepts include the zone of proximal development and scaffolding. To sum up, Vygotsky's research has had a substantial impact on our understanding of human growth, learning, and the complex interactions between social and individual elements.

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COGNITIVE DEVELOPMENT THEORY OF JEAN PIAGET

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