EVS Pedagogy (Principles and Scopes) - CTET & State TET MCQ

Environmental Studies is the study of the environment in the context of earth and living things. It is more concerned with the scientific attitude to explore, investigate, and develop an understanding of our natural, human, social and cultural dimensions of local and wider environments.

Key Points

Social studies are concerned with human study in relation to the socio-cultural environment. Our society means our surroundings include all the entities around us such as land, air, water, sunlight (natural environment) culture, society, school, college, family (social environment), etc.​

• Social Science is the study of relations of humans with society and their social life. It is taught at the school level for promoting healthy social/ democratic living among learners. It aims at enabling students to adjust to their socio-cultural environment which includes family, community, state, nation, and at large the entire humanity.

Therefore, it can be concluded that subjects from the socio-cultural context help students to understand the society in which they live.

Additional Information

Scope of social studies include:

EVS is a subject which is concerned with nurturing children's curiosity about the natural environment.

Students are taught EVS at primary level because:

• to connect learners to the natural and socio-cultural environment
• exploring their surroundings and getting connected.

• developing awareness about environmental and social issues.

• to promote plurality of texts and contexts.
• for building capacity for critical thinking and problem-solving.

• nurturing the curiosity and creativity particularly with the natural environment.

• locating and comprehending relationships between the natural, social and cultural environment.

Hence, we conclude that acknowledging the superiority of textbook knowledge over actual observation is not the aspect of EVS.

The syllabus of EVS has been developed within a child-centered perspective of themes that provide a common interface of issues in social studies, sciences, and environmental education.

Important Points

• ‘Plants’ and ‘Animals’ have consciously been included under the theme of ‘Family and Friends’ to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them.
•  The theme ‘Family and Friends’, especially through its two sub-themes Relationships and Work and Play, allows children to look at their own body as part of their ‘self’ in a more contextual and connected manner.

Key Points

The syllabus for Classes III-V is woven around six common themes given below; the predominant theme on Family and Friends encompasses four sub-themes:

• Family and Friends:
  • Relationships
  • Work and Play
  • Animals
  • Plants
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

The syllabus web moves outward over the three years; it gradually extends the child’s understanding of her world, beginning from the immediate ‘self ’ to include her family, the neighborhood, the locality, and also the country. Thus by the time the child reaches Class V, she can see her ‘self ’ in the larger context – as part of a community, the country, and also, more tacitly, as located in this world. 

Hence, we can conclude that in the above situation, the teacher should explain to the child how plants helps us in our daily life.

At the primary level, Environmental Education (EE) is introduced as Environmental Studies (EVS). EVS for classes III to V deals with the study of our environment (physical, biological, and socio-cultural) with an emphasis on its preservation and conservation (NCF 2005). 

• EVS, at the primary stage, is an integrated subject area that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, political science, sociology, etc), and environmental education (protection and conservation).
• It helps children connect with their natural and human-made environment and in understanding our dependence on the various components of the environment (biotic, abiotic, and human-made).
• Also, It helps children develop a holistic understanding of their environment including the socio-cultural environment.
• Further, It helps children in maintaining a multidisciplinary perspective to the understanding of our environmental issues/problems and appreciate the impact/s of our daily activities on its integrity.

Hence, we conclude that Environmental studies derives from both science and social science.

The syllabus of EVS has been developed within a child-centered perspective of themes that provide a common interface of issues in social studies, sciences, and environmental education.

Key Points

The syllabus web moves outward over the three years; it gradually extends the child’s understanding of her world, beginning from the immediate ‘self ’ to include her family, the neighborhood, the locality, and also the country. Thus by the time the child reaches Class V, she is able to see her ‘self ’ in the larger context – as part of a community, the country, and also, more tacitly, as located in this world. Note that:

• ‘Plants’ and ‘Animals’ have consciously been included under the theme of Family and Friends to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them.
•  The theme of Family and Friends, especially through its two sub-themes Relationships and Work and Play, allows children to look at their own bodies as part of their ‘self’ in a more contextual and connected manner.

Hence, we conclude that Activities and experiences related to the Family theme will encourage Self-awareness among children.

Environmental Studies at the primary level possesses some special characteristics that other subjects do not possess.

Key Points It is somewhat different from other subjects in the following manner:

• Composite: It is visualized as a composite study area drawing learning experiences/contents from physical, biological, chemical, social, cultural, and other dimensions of study. The contents are organized around curricular themes like Food, Shelter, Water, Travel, etc. This thematic organization is intended to correlate two or more disciplines of study or school subjects.
• Contextual: The context for EVS is the environment. Since the environment differs from place to place, the examples, events, and practices used to teach environmental understanding will differ. A dated event in human history and the associated details and explanations will remain the same whether it is being discussed in a hill station or in a coastal town.
• Learner-Centered: It means that children’s learning forms the core of the classroom transaction rather than teaching. This is based on the view that each child comes to school with his/her own perception and understanding of the world around. The child correlates this basic understanding with objects and experiences in the environment as he/she goes along in his/her journey and expands his/her knowledge base.
• No Right, No Wrong: Since teaching-learning of and for ‘Environment’ are contextual. Hence, no single viewpoint or opinion may remain valid in all situations. 
• ‘Values’ are an Integral Component of EVS: There are some universally accepted values (for example, we should save forests), then, there comes those values which relate to the (social and natural) environment, the process of upbringing, her beliefs and faith (social) system, etc. together.

Hence, it could be concluded that the above-mentioned statement endorses that EVS is a Composite Area.

Environmental studies describe the interrelationships among organisms, the environment and all the factors, which influence life on earth, including atmospheric conditions, food chains, the water cycle, etc. It is a basic science about our earth and its daily activities, and therefore, this science is important for everyone.  

Pedagogical principles in teaching-learning of EVS :

• Active participation of children is important in constructing knowledge. Opportunities should be given for observations using a variety of learning resources such as visits to parks, museums, water bodies, and various places in the community. If learning occurs beyond the walls of classrooms, the quality of learning is better.
• Efforts should be made by teachers to relate the child’s local knowledge to the school knowledge - this would discourage rote memorization and encourage developmentally age-appropriate learning in EVS.
• Children in early grades learn through a variety of ways, therefore opportunities should be given to explore, observe, draw, categorise, discuss/ speak, ask questions and enlist, etc. to develop various skills /processes.
• Pictures /illustrations play a very important role in EVS learning as these support the written material.
• Activities and questions play an important role as these provide opportunities for children to express themselves. 
• Each child learns at his /her own pace. The challenge before the teacher is to handle multilevel groups so as to address the needs of children including the differently challenged group of children. Teachers should design activities for these children in such a manner so that they can be engaged meaningfully while doing activities with their peer group.
• Assessment for learning (formative assessment), should be used as an inbuilt part of the teaching-learning process so as to identify and address learning gaps in a timely manner. 
• The real purpose of assessment of learning (summative assessment) is not to compare the progress of children but to track the progress of each child regularly. This assessment should be done periodically by using a variety of modes (not restricted to the written mode only).
• The teacher should maintain a portfolio of each child and this document should be used as an ‘assessment tool’ to know the progress of each child over a period of time.
• Teachers must understand that learning is a mutual process. Children learn from each other and a teacher also learns from children, particularly to understand their needs.
• EVS learning is also concerned with the inculcation of important values/ attitudes and appreciation. It fosters an appreciation of the interrelationship between all living organisms and their environments and encourages children to become active agents in the conservation of the environment.
• EVS learning cultivates respect for cultural diversity and sensitizes children regarding minorities and people with special needs. Prejudices and discrimination are challenged, while respect and mutual understanding are promoted.

Hence, we conclude that one of the important pedagogical principle of environmental studies is ​the use of the environment as a learning resource.

EVS is a subject that is concerned with the development of learners' awareness of environmental issues. Principles refer to a set of guidelines that govern and effectively direct the educational process.

Key Points The following principles should be kept in mind while organizing the teaching-learning of EVS:

• Learning without burden.

• Simple to complex approach.

• Use of audio-visual materials.

• Individual differences of the child.

• Activity and experience-based learning.

• Encouragement of use of various sources. 

Hence, we can conclude that students’ parents' income is not covered in the principles of organizing teaching-learning of EVS.

EVS class helps children to develop desirable attitudes, values, and behavior patterns necessary for an environment-friendly lifestyle.

Key Points

•  In the EVS syllabus the concepts and issues haven't been compartmentalized into social science and science because, in early childhood, children look at their environment in a holistic manner.
• At this age they are not mature enough to interpret the aspects of science and social science in a different way, they see it as a whole, and that's why the EVS syllabus has been made in an integrated manner including science and social science as well.

Thus, it can be concluded that it has not been compartmentalized into science and social science is the correct answer.

EVS is an integrated subject area that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, political science, sociology, etc), and environmental education (protection and conservation).

Key Points

• The contents of EVS, for example, cover themes like food, water, shelter, etc. These themes deal with the real issues in children’s immediate environment, connecting them with their real experiences at home, neighborhood, community, etc.
• Such connections or linkages to real-life experiences and situations play a crucial role in developing and fostering in children lifelong attitudes, values, and conviction of actions and behaviors towards the environment and its conservation.
• The students must listen to their teacher carefully and understand all the main concepts in detail. It will help them in learning new concepts effectively and precisely.
• But if the students are able to apply the learned concepts in their daily life then it means that they listened to their teacher carefully which is why they were able to follow the given instructions and create their own understanding of concepts in the EVS classroom.

So, it is clear that the ability to apply the learned concepts in daily life is the most appropriate quality of a student in an EVS classroom.​Hint

• To memorize the concepts or what is being taught in the classroom is never considered as a desirable quality of a student as more emphasis while teaching EVS is on promoting the understanding and application of the concepts taught in the classroom i.e., students must be able to understand and apply it in the real world.