The document summarizes the development of an Applied Ethnobotany course at the Institute of Agriculture and Animal Science (IAAS) in Nepal. It discusses how the course curriculum was developed and approved, enrollment of students, and learning approaches used which included field visits, demonstrations, awareness camps, and research projects. It also describes some of the ethnobotanical research conducted by IAAS faculty and students, including documenting traditional knowledge of medicinal plants and collaborating with ethnic communities. The course has helped produce human resources and enrich the literature on ethnobotany in Nepal.
Role of Academic Eco Clubs to Execution of National Policies on Environmental...Malhari Survase
1. The document discusses the role of academic eco clubs in promoting environmental awareness and executing national policies on sustainability in India. It outlines India's national environmental policies and the objectives of eco clubs in creating awareness among college students.
2. The eco clubs aim to educate students on protecting the environment through various activities like tree plantations, waste management drives, and competitions. They motivate students to adopt green lifestyles and sensitize the public on environmental issues.
3. By properly coordinating and implementing different awareness programs, eco clubs can effectively promote environmental values among future generations and support the government's efforts in preserving the natural environment.
Dharthi kedb nature education program nepDharthi NGO
The document summarizes a two-day workshop held in February 2015 for teachers from government schools near Bannerghatta National Park in India. The workshop aimed to educate teachers about environmental issues like human-wildlife conflict in the park area and empower them to spread awareness to their students. Over the two days, teachers participated in sessions on conservation, biodiversity in the park, conflicts between elephants and local communities, and activities like nature walks and safaris. Feedback from participants suggested the workshop was effective in enhancing teachers' understanding of local environmental challenges and their role in teaching students.
11.resources for teaching secondary school biologyAlexander Decker
The document summarizes a study that investigated resources for teaching secondary biology in Bayelsa State, Nigeria. The study found:
1) Most schools lacked standard biology laboratories and qualified biology teachers, though public schools had more resources than private schools.
2) Funding for biology practical activities and equipment was largely absent across schools.
3) The majority of schools lacked basic resources like laboratories, libraries and sufficient qualified teachers, which hinders effective biology instruction.
5.[28 35]resources for teaching secondary school biologyAlexander Decker
The document summarizes a study that investigated resources for teaching secondary biology in Bayelsa State, Nigeria. The study found that resources for teaching biology were lacking or insufficient. Specifically, it found that experienced and qualified biology teachers were only available in 60% of public schools compared to 20% of private schools. Standard biology laboratories were found in only 16.7% of schools, with 88.9% operating without laboratories. Funding for biology practical activities and materials was found to be generally absent across schools, with regular budgets absent. The study recommends providing both material and human resources for effective biology teaching at the secondary level in Bayelsa State.
This document summarizes a study that investigated the resource potentials for teaching secondary biology in Bayelsa State, Nigeria. The study used surveys of 34 secondary school biology teachers from 16 schools. The surveys aimed to assess the availability of experienced teachers, well-equipped laboratories, funding for practical activities, and differences between public and private schools. The findings indicated that resources for teaching biology were lacking or insufficient. Recommendations were made for providing more material and human resources to effectively teach biology at the secondary level in Bayelsa State.
This study sought to measure the environmental awareness and practices of 100 public secondary school science students in Zambales, Philippines. The results showed that the students have a very good understanding of key environmental concepts and issues. They are also very sensitive to environmental problems and often take action to address them. A moderate correlation was found between students' environmental practices and high levels of engagement. The study recommends schools support programs to maintain students' environmental awareness and institutionalize advocacy through student organizations and science clubs. It also proposes implementing an ecological management plan to further enhance students' environmental commitment.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
Assessments Of Students Practical Skill In Laboratory A Case Study In Secon...Jim Webb
The document discusses a case study that assesses the practical skills of second-year chemistry students at Bule Hora University in Ethiopia. The study found several issues that hindered students' practical skills, including a lack of confidence, limited time, and lack of prior lab exposure and equipment. Interviews and observations revealed problems like fear of chemicals and a lack of independence. The authors recommend using simulations and virtual experiments to improve skills and make students comfortable with technology. The goal is to help students develop both theoretical and practical knowledge to succeed in their careers.
Role of Academic Eco Clubs to Execution of National Policies on Environmental...Malhari Survase
1. The document discusses the role of academic eco clubs in promoting environmental awareness and executing national policies on sustainability in India. It outlines India's national environmental policies and the objectives of eco clubs in creating awareness among college students.
2. The eco clubs aim to educate students on protecting the environment through various activities like tree plantations, waste management drives, and competitions. They motivate students to adopt green lifestyles and sensitize the public on environmental issues.
3. By properly coordinating and implementing different awareness programs, eco clubs can effectively promote environmental values among future generations and support the government's efforts in preserving the natural environment.
Dharthi kedb nature education program nepDharthi NGO
The document summarizes a two-day workshop held in February 2015 for teachers from government schools near Bannerghatta National Park in India. The workshop aimed to educate teachers about environmental issues like human-wildlife conflict in the park area and empower them to spread awareness to their students. Over the two days, teachers participated in sessions on conservation, biodiversity in the park, conflicts between elephants and local communities, and activities like nature walks and safaris. Feedback from participants suggested the workshop was effective in enhancing teachers' understanding of local environmental challenges and their role in teaching students.
11.resources for teaching secondary school biologyAlexander Decker
The document summarizes a study that investigated resources for teaching secondary biology in Bayelsa State, Nigeria. The study found:
1) Most schools lacked standard biology laboratories and qualified biology teachers, though public schools had more resources than private schools.
2) Funding for biology practical activities and equipment was largely absent across schools.
3) The majority of schools lacked basic resources like laboratories, libraries and sufficient qualified teachers, which hinders effective biology instruction.
5.[28 35]resources for teaching secondary school biologyAlexander Decker
The document summarizes a study that investigated resources for teaching secondary biology in Bayelsa State, Nigeria. The study found that resources for teaching biology were lacking or insufficient. Specifically, it found that experienced and qualified biology teachers were only available in 60% of public schools compared to 20% of private schools. Standard biology laboratories were found in only 16.7% of schools, with 88.9% operating without laboratories. Funding for biology practical activities and materials was found to be generally absent across schools, with regular budgets absent. The study recommends providing both material and human resources for effective biology teaching at the secondary level in Bayelsa State.
This document summarizes a study that investigated the resource potentials for teaching secondary biology in Bayelsa State, Nigeria. The study used surveys of 34 secondary school biology teachers from 16 schools. The surveys aimed to assess the availability of experienced teachers, well-equipped laboratories, funding for practical activities, and differences between public and private schools. The findings indicated that resources for teaching biology were lacking or insufficient. Recommendations were made for providing more material and human resources to effectively teach biology at the secondary level in Bayelsa State.
This study sought to measure the environmental awareness and practices of 100 public secondary school science students in Zambales, Philippines. The results showed that the students have a very good understanding of key environmental concepts and issues. They are also very sensitive to environmental problems and often take action to address them. A moderate correlation was found between students' environmental practices and high levels of engagement. The study recommends schools support programs to maintain students' environmental awareness and institutionalize advocacy through student organizations and science clubs. It also proposes implementing an ecological management plan to further enhance students' environmental commitment.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
Assessments Of Students Practical Skill In Laboratory A Case Study In Secon...Jim Webb
The document discusses a case study that assesses the practical skills of second-year chemistry students at Bule Hora University in Ethiopia. The study found several issues that hindered students' practical skills, including a lack of confidence, limited time, and lack of prior lab exposure and equipment. Interviews and observations revealed problems like fear of chemicals and a lack of independence. The authors recommend using simulations and virtual experiments to improve skills and make students comfortable with technology. The goal is to help students develop both theoretical and practical knowledge to succeed in their careers.
The document describes a study that compared the learning outcomes and experiences of students taught ecological concepts using a student-centered approach versus a teacher-centered approach. In the student-centered approach, video documentaries presenting real-world problems were used to engage students in actively exploring and discussing issues. Students in this group showed consistently greater improvements in understanding the ecological problems than those taught with traditional lecture methods. Analysis of students' work also indicated the student-centered approach better facilitated knowledge construction while the teacher-centered approach promoted memorization of information. The findings suggest instructional technologies can positively impact learning if designed to support student-centered, problem-based active learning.
Environmental Awareness among the Students of 10th Class of Chamba Districtpaperpublications3
Abstract: Today’s adolescents are the responsible citizen of tomorrow. Their attitudes, values and awareness are going to affect the future environmental scenario significantly. It is this generation that will be taking future policy decision. It is therefore important to know the concern of these generations with reward to important issues like environmental problems. In the present work and attempt has been made to study the awareness of secondary school students regarding the environment around them. Cause of environmental degradation and about the remedial measures which can be taken to preserve the environment with the help of questionnaire, review of literature reveals that the studies of this nature are very rare. This work, therefore assumes more significance. It will also help in providing suggestions to the planners with the regards to the modifications which are needed in the curriculum. So as, to increase the awareness of the students in those areas where they are less aware or lack awareness.
Assessment of Effectiveness of Ethnoscience and Collaboration Strategy on Stu...ijtsrd
This study assessed the effect of ethnoscience and collaborative strategies on Basic Science students on academic performance of in Jalingo education zone of Taraba Statte. Three research questions and hypotheses were formulated and tested at 0.05 level of significance. The quasi experimental research was adopted. The population of the study was 2,828 Upper Basic level students of public schools. The sample was 80 students, consists of male 38 female 42 selected through a random sampling technique to form two intact classes. Ethnoscience Measurement Performance Test EMEPT was used for the collection of data. Mean and standard deviation were used to answer the three research questions, while the three hypotheses were tested with ANOVA and t test statistic tool. The research revealed that there was significant difference between students exposed to ethnoscience strategy and those who were taught using collaboration strategy. Based on the findings of this study, it is recommended that the use of ethnoscience strategy should be encourage at upper basic, hence it enhanced better performance. ethnoscience strategy is gender friendly, it should be encouraged among Males and Females students at upper basic level. Gor, Jeremiah A | Daudu, Bunsheya C "Assessment of Effectiveness of Ethnoscience and Collaboration Strategy on Students of Basic Science Education Academic Performance in Measurement in Jalingo Education Zone, Taraba State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60049.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/geology/60049/assessment-of-effectiveness-of-ethnoscience-and-collaboration-strategy-on-students-of-basic-science-education-academic-performance-in-measurement-in-jalingo-education-zone-taraba-state-nigeria/gor-jeremiah-a
This document provides a summary of Mowdudur Rahman's educational and professional background. It details his MSc in Environmental Risk Assessment from Chiang Mai University in Thailand in 1995, as well as previous education and internships. The bulk of the document lists Mr. Rahman's extensive work experience in environmental education, conservation, and management roles in Bangladesh from the 1990s to present day, including with organizations such as the Centre for Coastal Environmental Conservation, Forest Department, and Ministry of Environment and Forest.
Ethnobiology Instructional Approach Effect on Secondary School Students Reten...ijtsrd
This study examined the effect of an ethnobiology instructional approach (EIA) on secondary school students' retention of biology concepts in Onitsha, Nigeria. 184 students from urban and rural schools were taught biology concepts using either EIA or a traditional lecture method. EIA incorporated local plants, animals, and indigenous knowledge into lessons, while the control group used only lectures. Students in the EIA group had higher retention scores than those taught with lectures alone. EIA may help students better retain biology concepts by connecting lessons to their existing local knowledge and environments. The researchers recommend secondary teachers adopt EIA to make biology study more relevant and engaging for students.
Challenges of Teaching and Learning of Agricultural Practical Skills: The cas...Premier Publishers
The paper presents findings of empirical investigation into the challenges of deploying project method of teaching agricultural among agricultural science students of Awe Senior High School in the Navrongo Municipality of the Upper East Region of Ghana. Action Research methodology was employed in which students were assigned a project of raising tomatoes seedlings. Through simple random sampling, 100 students were sampled and randomly assigned a project of raising tomato seedlings in a group of five or individually. Observations, personal interviews, focus group discussion and key informant interviews were employed in gathering data for the study. Discourse analysis, descriptive and inferential statistics were employed in analysing the data gathered. Kendell’s coefficient of concordance was applied in analysing level of agreement among students’ ranks of constraints in undertaking agricultural projects. The constraints/challenges to undertaking project method of teaching were identified as inadequate tools/equipment, large class size and grouping problem, short periods allocated to practical, poor skilled farm labourer, difficult and time consuming and high cost of materials, in decreasing order of severity. It is recommended that the school authority and Ghana Education Service (GES) should endeavour to provide adequate teaching and learning materials to schools to ensure effective application of project method of teaching for effective teaching and learning of agricultural practical.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The NRES capstone course in fall 2010 focused on improving wildlife habitat in Fayette County. Students assessed current habitat conditions, identified suitable areas for restoration, surveyed public support, and created educational materials on landscaping with native plants to benefit wildlife. Their final project provided recommendations to protect and create more native habitat in the community, which could offer benefits like slowing urban sprawl and improving water quality. The capstone allowed students to apply their skills and knowledge to a real issue through research, analysis, and presenting their findings to professionals.
Utilization of Instructional Materials and Academic Performance of Senior Sec...ijtsrd
The study assesses the level of the availability and utilization of instructional materials for teaching chemistry in Oji River Local Government Area of Enugu State. A survey research approach was used in this study. The target population was 114 pupils from three selected senior secondary schools in Oji River Local Government Area of Enugu State. The study employed one sample t test to test the hypotheses. This study found that instructional materials affect academic performance of chemistry students in senior secondary schools. Another finding was that teachers utilized the available instructional materials in teaching chemistry in senior secondary schools. Based on the findings, the researcher recommended among others that chemistry teacher training should be revised to provide a greater emphasis on knowledge and abilities linked to emerging technologies, such as the use of visual and audio visual instructional resources in chemistry classrooms. Chikendu, Rebecca E. "Utilization of Instructional Materials and Academic Performance of Senior Secondary School Students in Chemistry in Enugu State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49840.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49840/utilization-of-instructional-materials-and-academic-performance-of-senior-secondary-school-students-in-chemistry-in-enugu-state/chikendu-rebecca-e
This study examines the relationship between teacher-related factors and students' attitudes towards chemistry in secondary schools in Bureti District, Kenya. The study found that teachers' use of teaching methods, availability to students, use of resources, content knowledge, and ability to address negative student attitudes can influence how students view chemistry. It was recommended that teachers encourage positive self-concepts in students, provide guidance and counseling, and ensure equal participation of girls in chemistry. The findings could benefit curriculum developers and chemistry teachers in improving instruction.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
This curriculum vitae is for Herwasono Soedjito, a forest and human ecologist from Indonesia. He has over 35 years of experience in fields related to human ecology, forest ecology, culture and conservation, sustainable forest management, and fire management. He has held senior research positions and led several major projects in Indonesia.
This document is a thesis from the Surigao del Sur State University in the Philippines that examines the use of modern instructional materials in teaching biology. It provides background on the need for effective science teaching using both knowledge and science processes. The study aims to understand the relationship between instructional materials used by teachers and student motivation, interest, and grades. It also examines how teacher knowledge impacts the effectiveness of instructional materials. The thesis presents a conceptual framework based on Bruner's ideas about instruction and will analyze teacher demographics, materials used, and their relationship to student outcomes and teacher effectiveness.
This document provides an overview of the Philippine Elementary Learning Competencies for Science and Health from 2010. It includes a preface describing the vision for science education, followed by sections on the goals and expectations for learning science from Grades 3-6. The standards cover life science, physical science, earth science, and space science. Specific competencies are outlined for each grade level pertaining to human biology, animals, plants and the environment. The document concludes with a note to teachers encouraging hands-on, inquiry-based approaches to teaching science.
Influence of concept maps on achievement retention of senior secondary schoo...Alexander Decker
This document summarizes a study that investigated the effects of concept maps and lecture teaching methods on achievement and retention of organic chemistry concepts among senior secondary school students in Nigeria. Specifically, it examined: 1) The influence of each teaching method on achievement and retention scores, 2) The influence of gender on scores with each method, and 3) The interaction between teaching method and gender on scores. A quasi-experimental design was used with pre- and post-tests to compare scores of students taught with concept maps versus lecture. The study found that concept maps led to higher achievement and retention than lecture alone. Gender differences in scores were also found to depend on the teaching method used.
The document describes a study on the role of nature clubs and eco-clubs in developing environmental awareness among high school students. It outlines the methodology, tools, and sample used for the study. A questionnaire was administered to students from two high schools. The responses were analyzed and most students responded positively about their schools having nature/eco-clubs and participating in related activities like celebrating environmental day, conducting environmental quizzes and awareness programs. However, around 20-40% of students responded negatively to some questions. The conclusion is that nature/eco-clubs help students develop understanding of the environment and nature while making them more responsible.
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
This study aimed to determine the utilization of research results of the selection of marine fungi for milkfish (Chanos chanos) feed. The study was conducted in stages, starting with identifying the issues in the learning activities of biotechnology concepts, followed by experiments to identify research methods and products, selecting an adaptation of research findings as the learning source content, and application and development of research findings as learning. The data and information were gathered through an interview grid and a questionnaire, and the findings of the surveys were then analyzed qualitatively. The results of a selection study of marine fungi from Dua Island, Banten, Indonesia as feed for milkfish related to basic competency (KD) 3.10 and 4.10 can be used as learning resources as digital magazines for class XII high school students. Thus, media can help student in learning process.
Running head SCIENCE AND HEALTH MINI-LESSON PLAN1SCIENCE AND.docxjeanettehully
Running head: SCIENCE AND HEALTH MINI-LESSON PLAN 1
SCIENCE AND HEALTH MINI-LESSON PLAN 6
Clinical Field Experience C: Science and Health Mini-Lesson Plan
Name
Institutional Affiliation
Clinical Field Experience C: Science and Health Mini-Lesson Plan
Part 1: Science and Health Mini-Lesson Plan
Science and health standard: P-LS1-2. Planning and investigating the manner in which common animals and/ or plants use parts of their bodies to survive in their habitats (New York State Education Department, 2019). Aspects of emphasis include: correlations between living and physical environment, and how people interact with the physical environment to increase survivorship.
Grade level: 2
1-2 learning objectives:
· To identify and name different body parts of common plants and animals, and how the body parts are used to support the survival and life processes of identified plants and animals.
· To understand different ways through which plants and animals especially humans relate with their physical environment to increase survivorship and care for the environment.
Instructional strategy:
Description of different body parts of plants and animals using text, paper charts, and videos. Introduction and explanation of relevant vocabulary that relate to the physical environment and the plants and animals under study. The teacher will ask and answer questions. Students will be grouped and given an opportunity to discuss and tell stories of the body parts and functions that they are familiar with.
Description of the learning activity that successfully integrates science and health (100-150 words):
The learning activities that integrate science and health is the use of charts and audiovisual devices to illustrate to students the names of different body parts of plants and animals. By observing different activities that people engage in such as planting of trees, and the functions of parts of trees such as leaves and roots, students will be able to relate positive environmental outcomes associated with planting of trees. It will then be easy for them to understand why engaging in appropriate environmental and hygienic activities contribute to good health and high survivorship of humans and other animals. Students will also be placed in groups and allowed to demonstrate activities that contribute to good health and hygienic environment among themselves. Students will also narrate stories about their day-to-day activities on the environment and how such activities contribute to good health.
Formative assessment: Verbal questions, group work, written questions, drawing assignments, and think-pair-share in which the teacher asks questions, students write down the answers and allowed to discuss their answers in groups.
Part 3: Reflection
How Students’ Data Supports Instructional Strategies and Learning Needs
Data on students’ performance, competencies, and demographics supports the developed instruction since the data serves as a ...
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
Writing Paper Background - Crumpled Writing Paper BAmber Ford
Writing Paper Background - Crumpled Writing Paper B
The document provides instructions for creating an account and submitting a request for writing assistance on the HelpWriting.net site. It outlines a 5 step process: 1) Create an account with email and password; 2) Complete a 10 minute order form with instructions, sources, and deadline; 3) Review bids from writers and choose one based on qualifications; 4) Review the completed paper and authorize payment if satisfied; 5) Request revisions until fully satisfied, with a refund option for plagiarized content. The document encourages choosing the site for original, high-quality writing assistance.
022 Essay Example Page 4 Narrative ThatsnotusAmber Ford
The document discusses Baron Montesquieu and his idea of separating government powers. It states that Montesquieu established the separation of the executive, legislative, and judicial branches in his work "De l'Esprit des Lois" in 1748. The separation of powers has been an integral part of constitutions. However, the separation of powers was never formally part of the framework of Britain's unwritten constitution.
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The document describes a study that compared the learning outcomes and experiences of students taught ecological concepts using a student-centered approach versus a teacher-centered approach. In the student-centered approach, video documentaries presenting real-world problems were used to engage students in actively exploring and discussing issues. Students in this group showed consistently greater improvements in understanding the ecological problems than those taught with traditional lecture methods. Analysis of students' work also indicated the student-centered approach better facilitated knowledge construction while the teacher-centered approach promoted memorization of information. The findings suggest instructional technologies can positively impact learning if designed to support student-centered, problem-based active learning.
Environmental Awareness among the Students of 10th Class of Chamba Districtpaperpublications3
Abstract: Today’s adolescents are the responsible citizen of tomorrow. Their attitudes, values and awareness are going to affect the future environmental scenario significantly. It is this generation that will be taking future policy decision. It is therefore important to know the concern of these generations with reward to important issues like environmental problems. In the present work and attempt has been made to study the awareness of secondary school students regarding the environment around them. Cause of environmental degradation and about the remedial measures which can be taken to preserve the environment with the help of questionnaire, review of literature reveals that the studies of this nature are very rare. This work, therefore assumes more significance. It will also help in providing suggestions to the planners with the regards to the modifications which are needed in the curriculum. So as, to increase the awareness of the students in those areas where they are less aware or lack awareness.
Assessment of Effectiveness of Ethnoscience and Collaboration Strategy on Stu...ijtsrd
This study assessed the effect of ethnoscience and collaborative strategies on Basic Science students on academic performance of in Jalingo education zone of Taraba Statte. Three research questions and hypotheses were formulated and tested at 0.05 level of significance. The quasi experimental research was adopted. The population of the study was 2,828 Upper Basic level students of public schools. The sample was 80 students, consists of male 38 female 42 selected through a random sampling technique to form two intact classes. Ethnoscience Measurement Performance Test EMEPT was used for the collection of data. Mean and standard deviation were used to answer the three research questions, while the three hypotheses were tested with ANOVA and t test statistic tool. The research revealed that there was significant difference between students exposed to ethnoscience strategy and those who were taught using collaboration strategy. Based on the findings of this study, it is recommended that the use of ethnoscience strategy should be encourage at upper basic, hence it enhanced better performance. ethnoscience strategy is gender friendly, it should be encouraged among Males and Females students at upper basic level. Gor, Jeremiah A | Daudu, Bunsheya C "Assessment of Effectiveness of Ethnoscience and Collaboration Strategy on Students of Basic Science Education Academic Performance in Measurement in Jalingo Education Zone, Taraba State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60049.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/geology/60049/assessment-of-effectiveness-of-ethnoscience-and-collaboration-strategy-on-students-of-basic-science-education-academic-performance-in-measurement-in-jalingo-education-zone-taraba-state-nigeria/gor-jeremiah-a
This document provides a summary of Mowdudur Rahman's educational and professional background. It details his MSc in Environmental Risk Assessment from Chiang Mai University in Thailand in 1995, as well as previous education and internships. The bulk of the document lists Mr. Rahman's extensive work experience in environmental education, conservation, and management roles in Bangladesh from the 1990s to present day, including with organizations such as the Centre for Coastal Environmental Conservation, Forest Department, and Ministry of Environment and Forest.
Ethnobiology Instructional Approach Effect on Secondary School Students Reten...ijtsrd
This study examined the effect of an ethnobiology instructional approach (EIA) on secondary school students' retention of biology concepts in Onitsha, Nigeria. 184 students from urban and rural schools were taught biology concepts using either EIA or a traditional lecture method. EIA incorporated local plants, animals, and indigenous knowledge into lessons, while the control group used only lectures. Students in the EIA group had higher retention scores than those taught with lectures alone. EIA may help students better retain biology concepts by connecting lessons to their existing local knowledge and environments. The researchers recommend secondary teachers adopt EIA to make biology study more relevant and engaging for students.
Challenges of Teaching and Learning of Agricultural Practical Skills: The cas...Premier Publishers
The paper presents findings of empirical investigation into the challenges of deploying project method of teaching agricultural among agricultural science students of Awe Senior High School in the Navrongo Municipality of the Upper East Region of Ghana. Action Research methodology was employed in which students were assigned a project of raising tomatoes seedlings. Through simple random sampling, 100 students were sampled and randomly assigned a project of raising tomato seedlings in a group of five or individually. Observations, personal interviews, focus group discussion and key informant interviews were employed in gathering data for the study. Discourse analysis, descriptive and inferential statistics were employed in analysing the data gathered. Kendell’s coefficient of concordance was applied in analysing level of agreement among students’ ranks of constraints in undertaking agricultural projects. The constraints/challenges to undertaking project method of teaching were identified as inadequate tools/equipment, large class size and grouping problem, short periods allocated to practical, poor skilled farm labourer, difficult and time consuming and high cost of materials, in decreasing order of severity. It is recommended that the school authority and Ghana Education Service (GES) should endeavour to provide adequate teaching and learning materials to schools to ensure effective application of project method of teaching for effective teaching and learning of agricultural practical.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
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Utilization of Instructional Materials and Academic Performance of Senior Sec...ijtsrd
The study assesses the level of the availability and utilization of instructional materials for teaching chemistry in Oji River Local Government Area of Enugu State. A survey research approach was used in this study. The target population was 114 pupils from three selected senior secondary schools in Oji River Local Government Area of Enugu State. The study employed one sample t test to test the hypotheses. This study found that instructional materials affect academic performance of chemistry students in senior secondary schools. Another finding was that teachers utilized the available instructional materials in teaching chemistry in senior secondary schools. Based on the findings, the researcher recommended among others that chemistry teacher training should be revised to provide a greater emphasis on knowledge and abilities linked to emerging technologies, such as the use of visual and audio visual instructional resources in chemistry classrooms. Chikendu, Rebecca E. "Utilization of Instructional Materials and Academic Performance of Senior Secondary School Students in Chemistry in Enugu State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49840.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49840/utilization-of-instructional-materials-and-academic-performance-of-senior-secondary-school-students-in-chemistry-in-enugu-state/chikendu-rebecca-e
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This document is a thesis from the Surigao del Sur State University in the Philippines that examines the use of modern instructional materials in teaching biology. It provides background on the need for effective science teaching using both knowledge and science processes. The study aims to understand the relationship between instructional materials used by teachers and student motivation, interest, and grades. It also examines how teacher knowledge impacts the effectiveness of instructional materials. The thesis presents a conceptual framework based on Bruner's ideas about instruction and will analyze teacher demographics, materials used, and their relationship to student outcomes and teacher effectiveness.
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Influence of concept maps on achievement retention of senior secondary schoo...Alexander Decker
This document summarizes a study that investigated the effects of concept maps and lecture teaching methods on achievement and retention of organic chemistry concepts among senior secondary school students in Nigeria. Specifically, it examined: 1) The influence of each teaching method on achievement and retention scores, 2) The influence of gender on scores with each method, and 3) The interaction between teaching method and gender on scores. A quasi-experimental design was used with pre- and post-tests to compare scores of students taught with concept maps versus lecture. The study found that concept maps led to higher achievement and retention than lecture alone. Gender differences in scores were also found to depend on the teaching method used.
The document describes a study on the role of nature clubs and eco-clubs in developing environmental awareness among high school students. It outlines the methodology, tools, and sample used for the study. A questionnaire was administered to students from two high schools. The responses were analyzed and most students responded positively about their schools having nature/eco-clubs and participating in related activities like celebrating environmental day, conducting environmental quizzes and awareness programs. However, around 20-40% of students responded negatively to some questions. The conclusion is that nature/eco-clubs help students develop understanding of the environment and nature while making them more responsible.
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
This study aimed to determine the utilization of research results of the selection of marine fungi for milkfish (Chanos chanos) feed. The study was conducted in stages, starting with identifying the issues in the learning activities of biotechnology concepts, followed by experiments to identify research methods and products, selecting an adaptation of research findings as the learning source content, and application and development of research findings as learning. The data and information were gathered through an interview grid and a questionnaire, and the findings of the surveys were then analyzed qualitatively. The results of a selection study of marine fungi from Dua Island, Banten, Indonesia as feed for milkfish related to basic competency (KD) 3.10 and 4.10 can be used as learning resources as digital magazines for class XII high school students. Thus, media can help student in learning process.
Running head SCIENCE AND HEALTH MINI-LESSON PLAN1SCIENCE AND.docxjeanettehully
Running head: SCIENCE AND HEALTH MINI-LESSON PLAN 1
SCIENCE AND HEALTH MINI-LESSON PLAN 6
Clinical Field Experience C: Science and Health Mini-Lesson Plan
Name
Institutional Affiliation
Clinical Field Experience C: Science and Health Mini-Lesson Plan
Part 1: Science and Health Mini-Lesson Plan
Science and health standard: P-LS1-2. Planning and investigating the manner in which common animals and/ or plants use parts of their bodies to survive in their habitats (New York State Education Department, 2019). Aspects of emphasis include: correlations between living and physical environment, and how people interact with the physical environment to increase survivorship.
Grade level: 2
1-2 learning objectives:
· To identify and name different body parts of common plants and animals, and how the body parts are used to support the survival and life processes of identified plants and animals.
· To understand different ways through which plants and animals especially humans relate with their physical environment to increase survivorship and care for the environment.
Instructional strategy:
Description of different body parts of plants and animals using text, paper charts, and videos. Introduction and explanation of relevant vocabulary that relate to the physical environment and the plants and animals under study. The teacher will ask and answer questions. Students will be grouped and given an opportunity to discuss and tell stories of the body parts and functions that they are familiar with.
Description of the learning activity that successfully integrates science and health (100-150 words):
The learning activities that integrate science and health is the use of charts and audiovisual devices to illustrate to students the names of different body parts of plants and animals. By observing different activities that people engage in such as planting of trees, and the functions of parts of trees such as leaves and roots, students will be able to relate positive environmental outcomes associated with planting of trees. It will then be easy for them to understand why engaging in appropriate environmental and hygienic activities contribute to good health and high survivorship of humans and other animals. Students will also be placed in groups and allowed to demonstrate activities that contribute to good health and hygienic environment among themselves. Students will also narrate stories about their day-to-day activities on the environment and how such activities contribute to good health.
Formative assessment: Verbal questions, group work, written questions, drawing assignments, and think-pair-share in which the teacher asks questions, students write down the answers and allowed to discuss their answers in groups.
Part 3: Reflection
How Students’ Data Supports Instructional Strategies and Learning Needs
Data on students’ performance, competencies, and demographics supports the developed instruction since the data serves as a ...
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
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Applied Ethnobotany Education And Research In Nepal
1. Abstract
The Institute of Agriculture and Animal Science (IAAS), Tribhuvan University has introduced Applied Ethnobotany as
one of the courses of postgraduate program in Conservation Ecology since 2004. This paper will highlight the course
curriculum development process of Tribhuvan University and course enrollment by the IAAS students. Then, it will discuss on
learning approaches and methods followed for this subject. In addition, this paper will attempt to summarize the selected
ethnobotanical researches conducted by the faculties and students of the IAAS alone or in partnership with ethnic communities
and non-governmental organizations (NGOs); and try to highlight the necessity of developing partnerships and networking
with academic and research organizations for promoting ethnobotany education and research of the IAAS for producing high
quality human resources in this field. Finally, this paper will highlight some directions to enhance capacity of the teachers and
institution for quality and effective teaching and learning processes.
1. Introduction
Many organizations in Nepal are involved in documenting and conserving indigenous knowledge on biodiversity and
culture in recent years. The Ministry of Forests and Soil Conservation is the responsible ministry for leading in this direction.
The National Adaptation Programme of Action (NAPA) to climate change in Nepal has prioritized local knowledge and
innovations as an important autonomous response of local community for planned adaptation actions. Documenting local
knowedge and innovations play a vital role to prepare Local Adaptation Plans of Action (LAPAs) to complement
implementation of immediate and urgent priorities of NAPA in Nepal (MOE, 2010). International Union for Conservation of
Nature and Natural Resources (IUCN) and World Wildlife Fund (WWF) are two leading international organizations involved
in the conservation of natural heritages and indigenous knowledge systems. The partners of Promoting Local Innovation
(PROLINNOVA) Nepal Program are also contributing to documentation of local innovations of the farmers of Nepal in the
field of ecological agriculture and natural resource management. Tribhuvan University (TU) and Kathmandu University (KU)
are two leading academic institutions that introduced new courses on ethnobiology, ethnobotany and biodiversity in
undergraduate and graduate programs to produce human resources.
The university faculties have realized the necessity of introduction of new academic curriculum to train their students and
also identify the new collaborative research areas in different sectors. The faculties are also trying to develop working
relationship with the research based organizations to develop capacity of the institute and faculties in teaching and research.
Institute of Agriculture and Animal Science (IAAS), TU introduced new course on Applied Ethnobotany. This paper will
attempt to share academic achievements of the course development. Specifically, this paper will discuss briefly on course
curriculum development process, learning approaches, research and development works, achievements, limitations in teaching
Applied Ethnobotany and provide some directions for future.
123
Applied Ethnobotany Education and Research in Nepal
Dharma Raj DANGOL
Professor
Institute of Agriculture and Animal Science, Tribhnvan University, Chitwan, Nepal
and
Visiting Professor, Graduate School for International Development and Cooperation, Hiroshima University, Higashihiroshima, Japan
E-mail: dharmadangol@hotmail.com
Keshav Lall MAHARJAN
Professor
Graduate School for International Development and Cooperation, Hiroshima University, Higashihiroshima, Japan
E-mail: mkeshav@hiroshima-u.ac.jp
【Report】
Journal of International Development and Cooperation, Vol.18, No.1, 2011, pp. 123-132
2. 2. Methodology
2.1. Collection of data on ethnobotany education, research and development
This study is entirely based on secondary data and information collected from published and unpublished literature
deposited in the the libraries, Department of Environmental Science and Local Knowledge and Innovation Resource Center of
the IAAS. The literature studied included a varity of documents such as course bulletin, unpublished thesis works, journals,
newsletters, research projet reports, visit reports, term papers, practical records of the students of different batches, attendance
book, project proposals, powerpoint slides, letter of agreements, memorandum of understanding, and so on.
2.2. Limitations and way forward
The faculties and students of the Applied Ethnobotany course of Department of Environmental Science/IAAS were also
consulted to record limitationss and solutions to improve the ethnbotany education and research. In order to validate the
articulation made, this paper was read by the concerned faculties and students.
3. Ethnobotany Education
3.1. Course curriculum development
The development of course curriculum is the first step of institutionalization process of formal education in the academic
institutions. Realizing the significance of Applied Ethnobotany, the authorities of the IAAS made a decision to introduce this
course in postgraduate program of Conservation Ecology. Applied Ethnobotany course was drafted, discussed in the series of
meetings of the Department of Environmental Science and Agricultural Environmental Science Subject Matter Committee
(SMC). The SMC forwarded to the Faculty Board (FB) for the discussion. After thourough discussion in FB, it endorsed in TU
Academic Council which finally approved the course for teaching. In this way, IAAS has integrated this course in higher
agriculture education to develop high quality human resource required for research and development.
3.2. Students’ enrollement
Since the introduction of Conservation Ecology program in 2004, 14 students (8 were the males and 6 the females)
enrolled in Applied Ethnobotany course (Table 1).
3.3. Learning approaches
Student centered learning approach was followed in IAAS to help students learn the subject matter in best way. Lectures
were delivered in powerpoint slides and guest lectures of the scientists or interactive session with local experts (healers and
elders) were also organized. Students were given the opportunity to learn traditional botanical knowledge applying interactive
learning approaches. To keep learning process more dynamic and exciting, classes were made more interactive and taken
students to outdoors to do the field works. Here are some approaches that were followed:
a. Learning by practicing: Pairwise ranking
In order to teach pairwise ranking in the practical classes, students were taken to an ethnic village, Sisai village of Tharu
community and key informants were selected to conduct pairwise ranking exercise to know the people’s preference to a crop or
food or fodder or fiber plants of the village. They conducted pairwise ranking on rice varieties, fodder plants, wild vegetables,
and fiber plants. In this paper, pairwise ranking of wild edible plants used by Tharu people is presented as example (Table 2).
124 Dharma Raj DANGOL and Keshav Lall MAHARJAN
Table 1. The batch-wise enrollment by M. Sc. Agriculture students in Applied Ethnobotany at IAAS
Batch Total Number
Human Resource Developed
Male Female
2004-2006 4 3 1
2005-2007 2 2
2006-2008 3 3
2007-2009 2 2
2008-2010 3 2 1
Total 14 8 6
3. Students listed 8 wild edibles by Tharu (ethnic) language namely Badki bihi (Solanum torvum), Dankarait (Smilax ovalifolia),
Titami (Diplocyclos palmatus), Neuro (Diplanzium esculentum), Pararko sag (Trichosanthes cucumerina), Moraiya (Lasia
spinosa), Bander (Zingiberaceae) and Larkaiya (Costus speciosus) and performed pairwise ranking. The result is presented in
Table 2. From this exercise, students came to know that Neuro and Moraiya are two wild vegetables that are highly preferred
by the Tharu community of the area. This information may be used to explore market potential/demand for such important
species.
b. Learning by demonstration
As a practical work, M. Sc. students of Applied Ethnobotany visited Sisai village and observed artifacts and museum
specimens displayed in the Tharu Cultural Museum in the village. They requested the villagers to demostrate them how to
prepare Mori (a traditional innovation to store paddy seeds to protect from the insect pests). One knowledgeable farmer
demonstrated the process of making Mori and students observed the process carefully. Students and course-instructor took the
notes on preparation process of the innovation and snapped took series of photographs of preparation process. With the
interaction, local community was found to have strong interest in conservation of traditional knowledge and skill and provided
opportunities for working together to learn and preserve the indigenous knowledge and technology.
c. Learning how to train local resource persons
In practical exercises, students are expected to learn how to document traditional knowledge, skill and technology (TKST)
of local people. To practice what students have learned in the theory classes, they are given opportunities to involve in local
resource persons training organized jointly by the Institute for Social and Environmental Research-Nepal (ISER-Nepal) and
IUCN, Kathmandu. Some students involved as resource persons for the training events conducted in 2004 and 2007. This is
also an innovative learning approach to help students participate in the training programs as resource persons.
d. Learning how to conduct awareness camps
In Applied Ethnobotany course, students have to involve in awareness program especially related to ethnobotany. Students
have been involved in ethnobotany awareness conducted two times in Bangain village of Sharadanagar Village Development
Committee (VDC) of Chitwan and Bachhauli village of Bachhauli VDC of the same district. Each student took active
participation and shared information on social empowerment, farmers’ rights, and intellectual property rights. In addition,
students also got opportunity to involve in awareness camps conducted in 10 villages by ISER-Nepal for a “participatory
community biodiversity and traditional knowledge, skill and technology documentation project”. This type of productive
education was appreciated by the students and ethnic people of the villages.
e. Learning how to write research proposals
Students of different batches were actively participated in the practical classes. They developed proposals as instructed by
the course teacher. They wrote and submitted research proposals to the course teacher. The proposals included 2 development
projects (Bote Community Development Project, Ethnobotanical Garden Establishment Project) and ethnobotany study
projects (Lapcha Ethnobotany Project, Gyaneshwar Ethnobotany Project, Kumal Ethnobotany Project, and Participatory
Ethnobotany Project). These project proposals can be refined and submitted to donors for funding.
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Applied Ethnobotany Education and Research in Nepal
Table 2. Pairwise ranking of wild vegetables in Sisai village of Chitwan, Nepal
Bih Dan Tit Neu Par Mor Ban Lar Wild edibles* Score Rank
X Dan Tit Neu Par Mor Ban Lar Bihi 0 VIII
X Dan Neu Par Dan Ban Lar Dankarait 3 V
X Neu Par Mor Ban Lar Titami 1 VII
X Neu Neu Ban Neu Neuro 6 II
X Par Ban Par Pararko sag 5 III
X Ban Lar Moraiya 2 VI
X Ban Bander 7 I
X Larkaiya 4 IV
*Bih= Bihi, Dan= Dankarait, Tit= Titami, Neu= Neuro, Par= Pararko sag, Mor= Moraiya, Ban= Bander, Lar= Larkaiya
4. f. Learning by writing term papers
Students need to write term papers as a requirement of the course. Table 3 shows students and their term paper titles.
These term papers vary widely ranging from methodological to educational types. These assignments enriched the information
in ethnobotany discipline.
g. Learning by presentation
Students have conducted seminars and presented papers on applied ethnobotany. This exercise helped them learn how to
prepare powerpoint presentation and also learned how to deliver/share their ideas and information with local people in more
understandable way. Students also organized meetings in the ethnic villages and talked about global perspectives of indigenous
knowledge and application of ethnobotany in documenting traditional uses of plants, preparing community biodiversity
register, integrating into education and research and linking with tourism.
h. Learning by participating in events
Students participated in the training workshop and project of IUCN Nepal entitled “biodiversity and traditional knowledge
documentation”. Three M. Sc. Agriculture students of first batch also got opportunity to involve in the research project of
Ecological Services Centre’s (ECOSCentre) (Table 4) and gained research experiences on the documentation of indigenous
information on plant resource uses with the help of 24 informants (community healers and elders). Students also got
opportunities to become resource persons in community biodiversity documentation training. Students also participated in
National seminars (see Photo 1) and presented papers with teachers (for example Dangol and Karna, 2007; Maharjan and
Dangol, 2010).
126 Dharma Raj DANGOL and Keshav Lall MAHARJAN
Table 3. Term papers written by M.Sc. students of IAAS, Rampur, Chitwan
Batches Term papers Students Year
2004-2006 Research methodology and approaches of ethnobotany S. K. Maharjan 2005
Indigenous knowledge system and bioprospecting of plant resources P. Pradhan 2005
Traditional agriculture and resource conservation N. K. Gupta 2005
Development of ethnobotany education and research in Nepal B. Rana Bhat 2005
2005-2007 A comparative study of ethnobotany of Tharu and Darai ethnic groups A. Karna 2006
Comparative study on ethnobotany of Danuwar and Kumal tribes R. Devkota 2006
2006-2008 Concept, scope and prospect of ethnobotany A. Poudel 2007
Application of local innovation/knowledge in community development K. Thapa 2007
Ethics and laws on traditional knowledge and local innovation Y. M. Shrestha 2007
2007-2009 The role of intellectual property rights in protecting traditional knowledge K. Kharel 2009
Assessment of traditional knowledge and skill of farming communities of
Kirtipur Municipality to develop and promote agritourism
U. Shrestha 2009
2008-2010 Methodology and approaches in ethnobotany education and research in Nepal P. Joshi 2009
Ecological ethnobotany: Understanding human-plant relationship and
cultural role in plant conservation
U. Joshi 2009
Table 4. The number of students trained in ethnobotany research methodology
*Note: ISER-N= Institute for Social and Environmental Research-Nepal; NPG= Nepal Permaculture Group; LI-BIRD= Local
Initiatives for Biodiversity Research and Development, ECOSC= Ecological Services Center
Training events Event organizers* Year Number of
students trained
Biodiversity and traditional knowledge documentation ISER-N 2004 4
Indigenous knowledge documentation ECOSCenter 2004 3
Community biodiversity documentation NPG/LI-BIRD/ECOSCentre 2005 2
Participatory community biodiversity and traditional
knowledge, skill and technology documentation project
ISER-N 2006 2
5. i. Learning by publishing articles
Students learned ways of writing popular articles using knowledge and information what the students learn from the
classroom or field. Here, the journalists of Samacharpatra and Annapurna Post (national daily newspapers) were requested to
help students to write and publish articles related to ethnobotany and agriculture so that knowledge is shared with a wide mass
of people. Then, students wrote and sent their articles in local or national printing media for publication. Table 5 shows the
publication of four articles on ethnobotany. These articles were written based on class room lectures and literature related to
their theory course. They learned that they can make deep understanding of the subject matter by reading, writing and
publishing papers. They also learned that they can build capacity of writing articles/papers and need to share with the people
through publication.
4. Ethnobotanical Research and Development
4.1. Conducting research projects
Two faculties of IAAS initiated first ethnobotanical study on medicinal plants used by the Tharu healers of Chitwan
district (Dangol and Gurung, 1987) and published their findings (Dangol and Gurung, 1991). Later, many works such as
Adhikari et al. (1995), Bhattarai (1995), Dangol and Gurung (1995, 2000), Dangol (2001), Dangol et al. (1995), Pant et al.
(1995), Shakya et al. (1995) enriched the literature on the ethnobotany of this district. These works covered many aspects of
plant resource uses by people of different ethnic groups and castes of this district. A review paper was published indicating the
status of ethnobotanical research and education which suggested some important thematic areas for the further research
(Dangol, 2002). Tharu ethnobotany project was also launched in the district with active participation of a Tharu healer to, a)
document indigenous knowledge of Tharu community, b) conserve plant resources with ethnobotanical value, c) collect plant-
based artifacts, d) prepare herbarium specimens, and (e) review of literature on Chitwan ethnobotany (Dangol, 2003). During
the study, a list of 179 Tharu healers was also prepared (Dangol, 2003). An ethnobotanical study of ethnoveterinary medicinal
plants was also carried out recently with the financial support of WWF Nepal (Maharjan, 2010). Thus, IAAS faculties and
students have contributed to ethnobotanical studies and they are giving continuity to it by D.R. Dangol (Table 6). To initiate
collaborative research works, IAAS has explored potential organizations for partnership development. Recently, IAAS
identified many organizations as research partners. This organization is currently working with Ecological Services Centre to
contribute in the documentation works with the objective of training students and community people.
4.2. Capacity building by doing consultancy works
Teaching faculties need to build their research capacities for teaching Applied Ethnobotany. They require to know recent
advancement in the subject matter. The faculty members of IAAS have been offered consultancy works in the organizations
like National Trust for Nature Conservation (NTNC), IUCN, and USC Nepal (Unitarian Service Committee of Nepal). These
kinds of consultancy works helped them build their research capacities and accumulate literature on ethnobotany thus
enchanching capacity of faculties in teaching and research.
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Applied Ethnobotany Education and Research in Nepal
Table 5. Popular articles published by Applied Ethnobotany students in print media
Titles of articles Writers Print Media
Sthaniya botbiruwasko upayogdwara sthathiya prabidhiko
prabardhan ra jaibik bibithatako samrakcchhwan [Local
technology promotion and biodiversity conservation through
plant utilization]
P. Joshi Dhanagadhi Post*, 2065 Mansir
24, Mangalbar, 2 page. (Tuesday,
December 9, 2008)
Ajako sandarvama lok banaspati shastra addhyanko
awashyakta [Significance of ethnobotanical studies in
today’s context]
U. Joshi Chitwan Post* 2065 Falgun 24, 2
page (March 7, 2009)
Krishi gyan ra krishak adhikar [Agricultural knowledge and
farmers’ rights]
U. Shrestha Chitwan Post*, 14 Chaitra 2065,
2 page (March 27, 2009)
Lok banaspati shastra: Raithane Nepali bigyan [Ethnobotany:
An indigenous Nepalese science]
K. Kharel Nawayuba**, 2065 Chaitra, 14
(136): 7-9 (March-April, 2009)
*Dhangadhi Post and Chitwan Post are vernacular daily newspapers; **Nawayuba is monthly magazine for youth.
6. 4.3. Carrying out M. Sc. thesis research
Two students conducted thesis research on ethnobotany.. The ethnobotany of Bote was conducted with the objective of
exploring ethnobotanical knowledge (Pradhan, 2006) and of Tharu people for documenting and testing knowledge on pesticidal
plants (Rana Bhat, 2006).
128 Dharma Raj DANGOL and Keshav Lall MAHARJAN
Table 6. Contributions of IAAS faculties and students to the ethnobotany research
Year Research project titles Principal investigators Donor organizations
2010 Documentation of ethnoveterinary knowledge on
medicinal plant of Darai community in Chitwan
P. Maharjan/Student WWF Nepal
2010 PROLINNOVA Nepal Program D. R. Dangol/Faculty DGIS
2009 PROLINNOVA Nepal Program D. R. Dangol/Faculty DGIS
2008 PROLINNOVA Nepal Program D. R. Dangol/Faculty DGIS
2007 PROLINNOVA Nepal Program D. R. Dangol/Faculty DGIS
2006 PROLINNOVA Nepal Program D. R. Dangol/Faculty DGIS
2006 Participatory communinty biodiversity and TKST
documentation project
D. R. Dangol/Faculty NEFIN
2005 Biodiversity & TK documentation D. R. Dangol/Faculty USC Nepal
2004 Biodiversity & TK documentation D. R. Dangol/Faculty IUCN
2004 Indigenous knowledge documentation D. R. Dangol/Faculty ECOSC
2001 Kumal ethnobotany project D. R. Dangol/Faculty IAAS
2001 Tharu ethnobotany project D. R. Dangol/Faculty ESF/NEFEJ
1999 Weed ethnobotany project D. R. Dangol/Faculty IAAS
1995 Farming system research: Ethnobotany of Kabilash VDC I. D. Bhattarai/ Faculty Ford
Foundation/IAAS
1993 Exploration of underexploited vegetables A. Srivastava/S. M.
Shakya/Faculties
IUCN
1993 Ethnobotanical studies of Darai community D. R. Dangol/Faculty IUCN
1993 Vegetation studies D. R. Dangol/Faculty IUCN
1993 Studies on Chepang livestock system S. S. Pant/Faculty IUCN
1992 Wild ethno-vegetables used by Chepangs and Tharus G. Adhikari/Student IAAS
1987 Medicinal plants used by Tharu D. R. Dangol/Faculty Winrock
International
Note: WWF= World Wildlife Fund, DGIS= Netherlands Directorate-General International Cooperation, NEFIN= Nepal
Federation for Indigenous Nationalities, USC Nepal= Unitarian Services Committee of Nepal, ESF=Environmental
Support Fund, NEFEJ= Nepal Forum for Environmental Journalists, IAAS= Institute of Agriculture and Animal
Science, IUCN= International Union for Conservation of Nature and Natural Resources
Table 7. List of the M.Sc. thesis of the IAAS students on ethnobotany
SN Thesis Title Year of
completion
Name of the
students
Advisory Committee
1 Documentation of ethnobotanical knowledge of
Bote people of Chitwan
2006 P. Pradhan S. B. Gurung, D. R.
Dangol and S. K. Sah
2 Tharu ethnobotanical knowledge on pesticidal
plants for organic insect pest management of
Cucurbita pepo L. cv. Zucchini*
2006 B. Rana
Bhat
D. R. Dangol, K. K.
Shrestha and T. B.
Nepali.
*Cucurbita pepo L. cv. Zucchini: Zucchini squash
7. 4.4. Participating in research projects
Students participated in training to build capacity (see Photo 2) and involved in Ethnobotany Research Projects and
documented traditional information on medicinal uses, wild edible plants, fodder and forages, fuelwood, and so on. The
traditional knowledge of the indigenous people on the use of plant resources can be very good clue for bioprospecting,
especially for traditional food and income generation. This knowledge may be the base for leading to the discovery of new
crops or medicinal drugs.
4.5. Collecting artifacts used by ethnic people
During the project period of Tharu Ethnobotany Research, Tharu elders were involved in making artifacts for the project.
Some were made in their own villages (Bangain and Haraiya) of Sharadanagar VDC and some were made by the skilled
Tharus in the campus vicinity. Some artifacts were purchased from the Tharu community of Bachhauli, a touristic place close
to Chitwan National Park. All the artifacts, more than 90 items, were displayed in a room of the Department of Environmental
Science, IAAS (Photo 3). Now, this collection became one of the attractions for visitors and as teaching materials for the
Applied Ethnobotany.
4.6. Preparing herbarium specimens
Herbarium specimens were prepared for each project on ethnobotany conducted by IAAS faculties. These specimens are
now one of important resources for teaching and research in IAAS. To prepare the specimens, indigenous people, especially
Tharus, students, and others were involved in the plant collections and herbarium preparation (see Photo 4).
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Applied Ethnobotany Education and Research in Nepal
Photo 1. Students participating in a National Seminar in
2007
Photo 2. Training on Biodiversity and Traditional Knowledge
Documentation in 2004
Photo 3. Some artifacts displayed in the Department of
Environmental Science (DES), IAAS
Photo 4. Preparation of herbarium specimens by a student
in the laboratory of DES, IAAS
8. 4.7. Establishment of demonstration plots
One of the objectives of the Tharu Ethnobotany Project was to cultivate and conserve local medicinal and wild edible
plants in the demonstration plots at IAAS. These demonstration plots are important for teaching different subjects including
ethnobotany, medicinal and aromatic plants and cultural studies. These plots can be good asset to develop and promote
agrotourism at IAAS. In addition, these plots will be learning center for studensts, farmers, and other interested persons who
like to understand the relation of plant-people-enrironment.
5. Developing links and partnership
IAAS has established links with governmental organizations (such as Department of Agriculture), universities (such as
Hiroshima University) and research organizations (such as National Research Council, International Rice Research Institute).
Recently, it has established linkages with non-governmental organizations like Local Initiative for Biodiversity Research and
Development (LI-BIRD), Forum for Rural Welfare and Agricultural Reforme for Development (FORWARD), Namsaling
Community Development Centre (NCDC), Nepal Institute for Development Studies (NIDS), Small Earth Nepal (SEN), and so
on. The ex-students of the Department of Environmental Science/IAAS are also contributing to the course by strengthening and
establishing linkage with their organizations.
6. Achievements
As a result of ethnobotany teaching and research at IAAS, contributions were made in the field of human resource
development, indigenous knowledge documentation, artifacts collection and display, demonstration plots established, and
herbarium sheets prepared. Papers based on research findings have been published. A documentory film on Tharu Healers
(called “The Jungle Shamans”) was also made by Nepal Forum of Environmental Journalists (NEFEJ) as per the suggestion
made in Tharu Ethnobotany Project report.
7. Limitations
Applied Ethnobotany course was developed in 2003 to implement from 2004 academic session. Now, it is the time to
revise to incorporate new development in this course in consultation with national and intenational experts. It is revealed from
earlier sessions that this course was regularly offered from 2005-2008, but stopped to offer 2009 onwards. In the earlier phase
of course offering, teaching faculties had some projects directly related to ethnobotany. Later, they had no projects on this
discipline. Activities on artifact collection, herbarium preparation and maintaining live collections of medicinal and wild edible
plants were stopped due to the lack of fund. When we look the links and partnership developed by IAAS, there is lack of
relation with the national and international organizations devoted to ethnobotany education and research.
8. Future Directions
Since the course was designed long before (in 2003), this course is now needed to revise to incorporate new development
in ethnobotany research. It is necessary to offer the course in each academic year. Long term, multidisciplinary research
projects on Applied Ethnobotany are required to be developed and fund should be raised to gather ethnobotanical data that can
be utilized in teaching and research. Research findings of the projects should be published in national and international
journals. It is also necessary to develop capacity of students to conduct thesis research in this field. Scientific events
(symposiums, workshops, seminars) are necessary to organize to share ethnobotanical education and development and to build
national and international collaboration and cooperation in this field. Further building partnership and networks with academic
and research organizations devoted to ethnobotany education and research is necessary for providing quality education and
research. A resource centre with literature, equipments, artifacts, herbarium and computer facilities is required to be establish to
create assets for ethnobotany education and research development.
9. Conclusion
IAAS has introduced Applied Ethnobotany course for master level students of agriculture. This course has been studied by
14 (8 male and 6 female) students of the institute. Students learned this subject by doing different activities, such as writing and
130 Dharma Raj DANGOL and Keshav Lall MAHARJAN
9. publishing articles, preparing research proposals, participating in trainings and seminars, and so on.
Faculties and students of the IAAS also conducted ethnobotanical researches. As the completion of research projects,
plant specimens and plant-based artifacts were collected and deposited in the departmental laboratory. The research reports,
articles and thesis documents were accumulated. These documents are the assets for teaching the Applied Ethnobotany.
IAAS has some limitations in teaching Applied Ethnobotany course. Lack of regular projects is identified as a limitation.
Another limitation identified is no link with the organizations that carry research and education on ethnobotany. To overcome
these limitations, authors suggested the need of regular offering of this course and fund for multidisciplinary projects.
We conclude that the course of Applied Ethnobotany is necessary to be offered regularly to the students in each academic
year. Innovative teaching methods with standardized curriculum are also important to maintain the quality of the teaching
materials. Further, supports to the faculties and the students with proper research fund are necessary to update teaching
materials through the research findings and sustain the quality eduation.
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132 Dharma Raj DANGOL and Keshav Lall MAHARJAN