The PDF file below covers the chapter Learning Environmental Studies at Primary Level 1 – Importance of Teaching Learning of EVS at primary level. The specific topics and contents of the file are listed below.
This study material is useful for the study and revision of the essential and important concepts of Child Development & Pedagogy, Mathematics Pedagogy, EVS Pedagogy, Social Science Pedagogy and Language Pedagogy for CTET Paper 1 and Paper 2 and other teaching exams, such as KVS, TET, REET, DSSSB, UPTET, MPTET, MahaTET, APTET, TSTET, RTET, HTET KARTET, TNTET and PSTET.
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Contents covered in this part of the PDF book under Learning Environmental Studies at Primary Level 1 – Importance of Teaching Learning of EVS at primary level
Unit 1 Importance of Environment at the Early Stage of Learning
- 1.0 Introduction
- 1.1 Learning Objectives
- 1.2 Understanding Environment
- 1.3 Importance of Environment in the Development of the Child
- 1.4 Linking Environment to the Child
- 1.5 Valuing Environment for Learning
- 1.6 Let Us Sum Up
- 1.7 Model Answers to Check Your Progress
- 1.8 Suggested Readings and References
- 1.9 Unit-End Exercises
Unit 2 Objectives and Scope of Teaching-Learning EVS at the Primary Stage
- 2.0 Introduction
- 2.1 Learning Objectives
- 2.2 Why Environmental Studies at the Primary Stage?
- 2.3 Objectives of Teaching-Learning EVS with Special Reference to NCF 2005
- 2.4 Values Inherent in Environmental Studies
- 2.4.1 Valuing Our Environment: The Indian Heritage
- 2.5 Scope of Teaching Learning EVS at the Primary Stage with Special Reference to NCF 2005
- 2.6 Let Us Sum Up
- 2.7 Model Answers to Check Your Progress
- 2.8 Suggested Readings and References
- 2.9 Unit-End Exercises
Unit 3 Pedagogical Considerations of Teaching-Learning EVS
- 3.0 Introduction
- 3.1 Learning Objectives
- 3.2 Characteristics of EVS
- 3.2.1 EVS is a Composite Area
- 3.2.2 EVS is Contextual
- 3.2.3 EVS is Learner Centred
- 3.2.4 No right, No wrong
- 3.2.5 ‘Values’ are an integral component of EVS
- 3.3 How do Children Learn?
- 3.4 Pedagogical Organization for Teaching-Learning of EVS
- 3.4.1 Let Child’s Environment be his/ her Learning Laboratory
- 3.4.2 Facilitate Exploration from ‘Known to Unknown’ and Concrete to Abstract
- 3.4.3 Design Real-Life Based Learning in Your Classrooms
- 3.4.4 Establish Links Between and Across Disciplines
- 3.4.5 Encourage Dialogues and Questioning
- 3.4.6 Your Role as an EVS Teacher
- 3.5 Expanding the Child’s Universe
- 3.6 Let Us Sum Up
- 3.7 Model Answers to Check Your Progress
- 3.8 Suggested Readings and References
- 3.9 Unit-End Exercises
Unit 4 Curricular Provisions of EVS at the Primary Stage
- 4.0 Introduction
- 4.1 Learning Objectives
- 4.2 NCF 2005: Objectives of Environmental Studies
- 4.2.1 From NCF Objectives to the Syllabus
- 4.2.2 Thematic Approach in the Syllabus
- 4.3 From the Syllabus to the Textbooks
- 4.4 The EVS Textbooks
- 4.4.1 The Title
- 4.4.2 The Selection and Organisation of Content
- 4.4.3 Integration
- 4.4.4 The Variety of Formats
- 4.4.5 Variety of Teaching-Learning Activities
- 4.4.6 Supporting Different Learning Styles
- 4.4.7 Dealing with Social Issues
- 4.5 Going Beyond the Classroom and The Textbook
- 4.6 Challenges involved in Transacting EVS
- 4.7 Let Us Sum Up
- 4.8 Model Answers to Check Your Progress
- 4.9 Suggested Readings and References
- 4.10 Unit-End Exercises
This study material was originally published on the National Institute of Open Schooling – NIOS website as part of the study material for the Diploma in Elementary Education (D.El.Ed) programme.
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