CHAPTER V ANALYSIS AND DISCUSSION A. Content Analysis Introduction Content Analysis of Botany Textbooks (Stds. V-X) Findings Conclusion B. Experimental Studies Experiment-I Plant Identification Experiment-I1 Achievement of Students in Botany Findings Conclusion C. Biodiversity Conservation -A Model Action Plan
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CHAPTER V
ANALYSIS AND DISCUSSION
A. Content Analysis Introduction
Content Analysis of Botany Textbooks (Stds. V-X)
Findings
Conclusion
B. Experimental Studies Experiment-I Plant Identification
Experiment-I1 Achievement of Students in Botany
Findings
Conclusion
C. Biodiversity Conservation -A Model Action Plan
CHAPTER V
ANALYSIS AND DISCUSSION
5.1.0 Chapter Preview
This chapter is presented in three sections, Section A, Section B and
Section C.
Section A explains the analysis of the textbooks of Biology from standard
V to X in order to quantomise the different types of plants which are culturally,
socially and economically important. The objective is to identify the role of botanic
gardens to supplement the knowledge and understanding which students gained
from classroom teaching. The observations emerged out of the analysis are
presented at the end of this section.
Section B attempts to analyse the environmental education potential of
botanic gardens. The major objective of the present study is to find out how
botanic garden can be made use of as a technology system for making the pupils
identify and understand the different types of plants including trees which are
economically important and are seen in the immediate environment of the students.
The work aims at evolving experimental designs and methodologies for the effective
implementation of environmental education making use of the infrastructure in a
botanic garden. It provides the results of two experimental studies which are
independent by themselves and specifically designed to analyse the awareness gained
by students through a field visit in a botanic garden. The analytical study is
supplemented by experimental methods and results. The data collected from a
from a sample of secondary school students (n = 110) were analysed to realize the
specific objectives of the study.
Section C On the basis of this study an integrated ecological 1 environmental
Model Action Plan for school students is presented at the end of this chapter..
5.2.0 Section A : Analysis of Botany Textbooks
Introduction
The description of certain important botanic gardens of the world and the
analytical study of the Tropical Botanic Garden and Research Institute (TBGRI) at
Palode, Trivandrum, which was selected for the experiment in environmental
education have been presented in the previous Chapter. From the study, it is found
that TBGRI which has the unique facilities is the ideal place for environmental
education. So, this botanic garden was selected for the experiment. Once the
suitable place is selected for the experiment in environmental education, the task,
then, is to determine the scope and plausibility of the experiment by demarcating
the roles of formal institutions and non-formal education centres for the study of
the subject. This can be done only by undertaking the content analysis of the
school textbooks in Botany.
With a view to understanding the extent of the occurrence of the explanation
of plants in the biology textbook and as a basic supporting evidence for the
experiments, an attempt is made here to gather the names of plants and other
details which are included in the upper primary and secondary biology textbooks.
The plants mentioned were checked for their local relevance. The main objective
of this analysis is to find out the role of Botanic garden to supplement the
knowledge and understanding gained from classroom teaching or in otherwards to
find out whether botanic garden can be used as an extended laboratory system of
the formal learning programme at the school. Hence, this type of study is helpful
to find out
(i) appropriateness of examples of plants in consistent with the ecosystem
endowments of Kerala.
(ii) whether the plants mentioned in the textbooks are seen and observable
in the immediate environment of the students.
(iii) whether these plants are economically important for sustainable
utilization
(iv) whether these plants are presented in an environmental education
framework
(v) whether thesc plants are available in TBGRl
The chief methodology wed, includes the analysis of the biology textbooks
from standard V to X. The investigator in discussion with the supervising teacher
and other experts formulated the analysis categories and conducted the analysis
herself. However, to avoid the subjectivistic errors the analysis was submitted to
a panel of experts with specialization in Botany and Education. The findings were
validated through a consensus (observation) of these experts. From the textbooks,
only the plant names are recorded. Other facts or concepts regarding botanical
aspect< are not included. Appropriateness of examples from the immediate vicinity
of the students is determined on the basis of the examples given for each category
which is a common plant known to common people and readily available and
identifiable. By giving the example of an unknown plant, children may not develop
the real concept. Textual analysis was made standard-wise and topic-wise.
Table 5 (1) shows the analysis of std. V, Table 5 (2) for std. VI, Table 5
(3) for std. VII, Table 5 (4) for std. VIII, Table 5 (5) for std. IX. No table is
provided for standard X since the plant names are least mentioned in the text. The
first column indicates the scientific name, the second column shows the local name
given in the text, the third column refers to the habitat which specifies
local appropriateness, the fourth column represents the status of each plant and
the next five columns show the economic/botanical importance. The last two
columns represent the availability/nonavai\ability of these plants in the Botanic
garden.
5.2.1 Analysis of Science Textbook of Standard V
The plants mentioned in standard V science textbook were analysed in the
context of the socio- economic, educational and ecosystem scenario of Kerala and
presented in Table j(1). Sixtccn plants are mentioned in the textbook of science.
Almost all the examples given are locally available and the local names are also
used as far as possible. The habitat ranges from aquatic to xerophytic and from
terrestrial (cultivated) to wasteland. The fact is that all these plants are mentioned
as examples to explain botanical concepts like propagation methods from stem
cutting, underground stem, leaf cutting, budding, etc. Another concept explained is
the plant adaptations especially, water plants. The examples of plants mentioned
are very suitable in an environmental scenario because all the plants are locally
available. But in order to acquire total consciousness a student has to see these
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plants in their natural habitats. The investigator remembers an incident when a Vth
standard student who is an urban dweller came to botanic garden with her parents
only to see the "touch me not" plant. Except a few garden plants like croton and
jasmine all the other plants mentioned in the text are naturally available or cultivated
in rural areas. Therefore to urban and semi- urban students these plants and their
habitats are alien and they may have some vicarious experience through some
diagrams or photographs. But a visit to a botanic garden emphasizes the practical
implications of the acquired knowledge giving learners a large amount of concrete
experiences in activities designed to improve environmental quality. Here students
can see, feel and smell these living examples of the nature and can understand the
inter-dependence that exists between living things and their environment. 'The
economic importance is not at all mentioned even though these plants are potentially
useful (mostly) as edibles and for industrial purposes. All these plants except onion
are displayed in the botanic garden with all their varieties. Even though onion is
absent its allied species can be seen there. Students can cite as many examples for
vegetative and sexually propagated plants they can distinguish these plants by their
morphological characteristics. By specifying the industrial applicability of rubber
which is made from the latex of rubber tree, a teacher can instill a thought about
conservation in the minds of the children, that we are losing many species of great
economic potential some perhaps as revolutionary as rubber and our forest may
harbour thousands of organisms of great potential use as food, fuel, fibre, drugs,
etc., of which we are losing due to man-made activities. Such learning experiences
can sow the seeds of conservation among children. This analysis shows that botanic
garden could be adequately useful as a botanical infrastructure system for pedagogic
supplement.
5.2.2 Analysis of Science Textbook of Standard VI
Table 5(2) shows that twenty two plants are mentioned in standard VI.
These are examples for simple plant classifications and for plant adaptations in
their habitats. Even the Botany teachers use a folk taxonomy while discussing the
plants in their yard or home. (eg. herbs, annuals, binneals, perrineals, shrubs, trees,
etc.) There exists greater variation in this level of nomenclature in our culture.
Morphologically trees, shrubs and herbs are conspicuous and are used as parts of
general descriptions more frequently than other terms. The plant names ordered
according to thcse terms is very interesting and it ranges from the tallest Red
wood tree to small herbs like Pepromia. Another group of plants mentioned for
plant adaptations is cuscuta and loranthes which are parasitic and vanda which is
epiphytic. Radish, carrot and sweet potato are cultivated edibles and plants like
thulasi, vettila, kodangal, neriuni and Gloriossa. are medicinal plants. Even though
these plants are cited for explaining botanical concepts, their economic importances
are least (often not) mentioned. Only three plants are mentioned for their medicinal
properties. All the trees except red wood tree is planted in TBGRI. Even though
carrot and raddish are not cultivated in our environment, their roots are familiar
to students as common and vitamin rich edibles.
In standard VI, therefore, an attempt is made to explain the plant systems
which are the key elements of the hio-diversity. Plants range from the smallest
herbs to the tallest red wood trees. With this few examples bio-diversity conservation
message is not satisfactory. Kopardekar (1985) supports the view that children and
youth have to be made aware of the importance of trees from school days. Of
course, nothing will happen in our classrooms if teachers themselves are not
Table 5.2 Standard VI AnaIysis of Examples of Plants according to their habitat, economic importance and availability in Botanic Garden
C - Common OS, Other States R - Rare
SI. No.
1.
2 .
3 .
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Scientific Name
Sweitenia mahogoni
Azadiricta indica
Ficus benghalensis
Borassus flabellifer
Phoenix sylvestris
Leucas aspera
Impatiens
Pepromia pellucida
Ipomea batatas
Raphanus sativus
Daucus carota
Amaranthus viridis
Vanda tessellata
Loranthus sps
Cuscuta reflexa
Oscimum Santum
Habitat
Exotic
Immediate surronding
? ?
Endemic
Endemic
Wasteland
Garden
Wasteland
Cultivated
Cultivated
Cultivated
Cultivated
Wasteland
Wasteland
Wasteland
Home premises
Local Name
Red wood tree
V ~ P P ~
Banyan tree
Pana
Ethal Pana
Thurnba
Balsam
Mashithandu
Sweet Potato
Radish
Carrot
Cheera
Vanda
Ethil
Cuscuta
Thulsi
Status
R
C
C
R
R
C
C
C
C
OS
OS
C
R
C
R
C
Edible
J
J
J
4
J
J
Botanical aspects
Economic Oma-
mental
J
J
'resent in Botanic Garden
J
J
J
Absent in Botanic Garden
Importance
J
J
J
J
J
dedicinall Spices
J
J
J
J
I J
J
J
J
J
J
J
J
J
J
J
J
J
-
enthusiastic and informed about the topic. In this aspect teachers as well as students
can be viewed as the visitors of botanic gardens to deliver the message of bio-
diversity because these are the built-in environments where all types of species and
their varieties are displayed for conservation. Therefore students as well as teachers
can observe so many examples according to this folk classification. They can
imagine the beauty of thousands of plants, their medicinal and economic potential.
In botanic gardens there are great opportunities for appreciation of the plant
wealth and thereby a facilitating system for conservation. The most effective
education about bio-diversity often is not transmitting new information, but rather
fostering appreciation of what is already known and practical knowledge about
hio-diversity, its local use and ways to manage resources sustainably.
5.2.3 Analysis of Science Textbook of Standard V I I
The plants mentioned in standard VII Science textbook were analysed and
presented in table 5(3). Lowest number of plants are mentioned in this standard.
These eight plants are cited as examples for asexual and vegetative propagation
and for unisexual flowers. The plants are mostly edible. Even though onion and
potato are not cultivated in Kerala, students are very much familiar with these
bulbs and tubers as they are common edibles. Plants habitat varies from cultivated
to wasteland. Except onion and potato all the other species are present in botanic
garden. But the allied species of onion and potato are available in TBGRI. For
example, Carica papaya is commonly known as common man's apple, because the
fruit is highly medicinal. Commercialised marketing of vegetables and fruits including
exotic ones has now conquered even the rural markets wiping out the rich traditional
and diverse variety of native (local) vegetables and fruits. The urgent need to
Table 5.3.Standa1-d VII Analysis of Examples of Plants according to their habitat, economic importance and availability in Botanic Garden
1. Zingiber officinale I ~ i n ~ e r I ~ul t iva ted I C J j 1 J 1 J 1 ~ i u m c e p f on cultivated C I ~ J
Solanum tuberosum Potato Cultivated --
J
SI. No.
1 Grass 1 wasteland C 1 j J J j I
Present in Botanic Garden
Bryophyllum sps --
J
Absent il Botanic Garden
I 6. 1 Myristica fragrans ~ u t r n e ~ 'cultivated ( R
Botanical aspects Scientific Name
I Economic Importance
Local Name Habitat 1 Status - Edible 0 r n a T F / E i i mental Spices
conserve this knowledge system and re-educate the society on the importance to
domesticate many local vegetables in the home garden as well as to protect and
preserve many rare and endangered plant species growing as wild or semiwild
around our habitation was stressed by Pushpangadan (1993). Students can be made
aware that in a developing country like India where more than 35% of the people
are below poverty line, modern balanced diet is beyond their reach and so it is
essentially important to revive and popularize the use of such supplementary zdibles
from natural surroundings. As a pedagogic supplement of standard VII a visit to
botanic garden can help the students to offer a day long course which is
related to practical work in horticulture and nursery technique to gain new
insights into modern techniques and methodologies.of plant propagation. Here
children can experience plants at first hand, so even a short visit to the
garden gives them an understanding into the conditions necessary for these
plants to flourish. This experience must help to promote awareness as well
as appreciation of plants on a large scale at the same time contribute individually
to the stock of plants available for rebuilding the natural vegetation of the
country.
When the biology text books of (Std V-VII) of the new curriculum were
analysed, in the Vth std. provision is given to the students to collect the names
of plants which are used for medicine, compost, paper, furniture, clothes, etc. In
the VIth standard examples are given to show the diversity of plant kingdom.
There are examples for non-flowering plants, parasits, root modifications, stem
modifications, climbers, creepers and seed dispersed fruits etc. In the VIlth standard
examples are given for different types of vegetative reproduction.
5.2.4 Analysis of the Biology Textbook of Standard VIII
The plants included i n standard VIII Biology textbook were analysed and
presented in Table 5(4). Only one chapter is included for plant diversity and that
even is to illustrate the plant adaptations according to their habitats. General
introduction is given to terrestrial plants without mentioning any particular species
This topic can be very well explained with typical examples. This may be on the
ahsumption that students arc very familiar with terrestrial plants. But it should be
noted that many land pl;lntu like epiphytes, climbers, creepers and even trees have
their own adaptations to suit to its environmental conditions. Adaptations of water
plants and xcrophytic plants have been stressed in detail with many examples.
Among these, water lily and lotus are ornamentals and are seen in the lakes and
ponds of Kerala. Pistia and water hyacinth are considered as exotic weeds which
are environmentally hazardous. We call a plant a weed only where we have not
yet discovered a way to use i t to our end. But it is reported that these weeds
could be used for medicinal purposes. Carotine and vitamine A like compounds
have been extracted from the leaves of Eichornia crassipes. This weed has been
used in homeopathic and Indian medicine (Schoeler, 1973) and for curing skin
disease of horses. Addition of water hyacinth compost along with calcium phosphate
or bone meal has becn reported to permanently reclaim alkaline soils (Dhar &
Srivastava 19S9). Studies of this kind should also be included in the curriculum
with such an eye for the conservation and utilization of under exploited plant
resources. All the plants mentioned in the text are available in TBGRI and one can
see the Cacti in all their forms and diversities in the garden. A student can
understand ail the manifestations and varieties of this plant with great appreciation.
So also the peculiarities seen in hydrophytes and the morphological differences
Table 5.4 Standard VIII Analysis of Examples of Plants according to their habitat, economic importance and availability in Botanic Garden
> > I
SI. Scientific Name No.
I . Pistia stratiotes
2. Hydrilla Verticillatus
3. Eichhornia crassipes
4. Nymphea stellata
5. Vallisneria nations
6. Nelumbiurn speciosum
7. Wolffia arrhiza
8. Cactus indicus
9. Sargassum
10. Fcxns C - Cnrnn~on OS- Other States R
Local Name
Kulavazha
Hydrilla
Water hyacinth
Water lilly
Wallisneria
Lotus
Wolfia
Cactus
Surgassum
Pannal - Rarc
Habitat
Water
Water
Water
Water
Water
Water
Water
Desert
Sea
Waste land
Economic Importance E edicinall Spices
-
--
' 1
Status
C
C
C
otanical aspects
J
J
J
J
J
J
J
Edible Oma-
menial
Pesent in Absent ir 3otanic Botanic Garden Garden
J
J
J
J
J
J
J
J --
J --
J
C
C
C
C
C
R
C
Idustrial fv
J
J
J
J
between xerophytic and mesophytic plants can be well understood by a single walk
through the garden. They can differentiate between parasitic and epiphytic plants
with live examples. Among the activities given, students are asked to prepare a list
of plants living in various habitats like forest, grass land, desert, pond, etc. Students
as well as teachers can cite as many examples from this garden because this acts
as a showcase where all types of plants are displayed for education and conservation.
5.2.5 Analysis of the Biology Textbook of Standard IX
Plant diversity is very much obviously ~llustrated in the IXth standard.
About sixty plants are mentioned for their economic importance. Plants are a
mixed group ranging from natives to exotics, trees to small herbs and from garden
plants to wasteland plants. All the plants are included under economically important
ones. Most of the plants are edibles, some are potent medicinals and spices. Fibre
yielding, timber yielding and oil yielding plants are also cited with examples.
Foxglove and cinchona are not natives to India, while mustard, jute, etc., are
cultivated in other States. Most of these plants with their wild varieties are available
in the Botanic garden.
The bryophyllum species is mentioned in standard V, VII and IX as an
example for propagation through leaf cutting. But a student who visits botanical
garden can see a group of plants named Begonias which includes so many species
and varieties. Bryophyllum is familiar to rural students but the Begonias are common
garden plants in rural and urban areas. Both examples can be cited in this standard.
This chapter provides an understanding about the economically important
plants that provide us food, not only the staple crops such as wheat, rice, etc.,
Table 5.5 Standard IX Analysis of Examples of Plants according to their habitat, economic importance and availability in Botanic Garden
C - Common OS- Other States R - Rare
Botanic Garden
SI. No.
1.
2.
Local Name
Nutmeg
Ginger P
Scientific Name
Myristica fragrans
Zingiber officinalis
Habitat
Home Premises
Cultivated
3. Curcurna longa Cultivated Turmeric
Status
C
C
4. Moringa oleifera t Home
J C ---
Botanical aspects
J
J
J
J
J
J
J
J
J
J
C
R
C
R
C
C
C
C
R
C
Present in Botanic Garden
J
J
Edible
J
5 .
6.
7.
8.
----- Serpagandi
Savannari
Adalodakom
V~PPU
Rauvolfia serpentina
Cathranthes roseus
Adhathoda vasica
Azadirachta indica
J
J
Economic Oma- mental
Premises
Rural
Wasteland
Rural
Home premises
9.
- 10.
-
--
Importance
Industrial
Phyllanthus emblica
Carica papaya
J
J
J
J
J -
J
J
-
,Medicinal/ Spices
J
Home Premises
Exotic
Home Premises
Gooseberry
Papaya
11.
12.
13.
Home Premises
Home Premises
Cinchona officinalis
Digitalis purpurea
Moms alba
Cinchona
Foxglove
Black mulberi
! .d '4 c
C - Common 0s- Other Srares R - Rare
SI. Economic Importance Botanical
No. 1 Scientific Name Local Name
Jasmine
Chempaka
Orchids
Authuriurns
49.
50.
51.
52.
Present in
Jasminum sps. -
Michelia chatnpaca --
Anthilrium andreanurn -
Habitat
Garden
Garden
Garden
Garden
Absent in
I Garden
Cultivated
Cultivated
Wasteland
Wasteland
Wasteland
Wasteland
53. Hibiscus
Statiis
C
C
C
C
! Hisbisuus chinensis .-
C
C
C
C
C
C
C
54.
55.
5 6 ,
57.
58.
59.
Edible aspects
J
J
Manihot utilissima --
Saccarurn officinarum
Eichornia crassipes
Cerbcra odollum
Bryophyllum sps.
J
Orna- mental
J
J
J
Tapioca
Sugarcane
Eichornia
Waterhyacinth
Odullum
Bryophyllurn
J
J
J
J
Botanic Garden
J
J
J
J
J
Botanic Garden
J 1
Industrial
1
J
Medicinal! Spices
but also about the native fruits, nuts, vegetables and oils. Plants provide us with
timber and fuel wood, fibres and dyes, beverages and forages, clothes and medicines.
Thousands of species are cultivated as ornamentals for our homes, gardens and
parks. The most outstanding feature of this chapter is the description of the
medicinal plants along with their therapeutic values. Learning of this topic helps to
acquire a knowledge and understanding about the common and rare medicinal
plants and the application of these in their day to day life. But the skill of
identification and collection of these plants is possible only through a field work
or through some projects. A Botanic garden education visit not only helps in
identifying the plant but also explains how the commercial exploitation of the
entire plants, roots, rhizomes, tubers, bulb, etc., has been the prime cause of the
depletion of these plants throughout the world. The study of these economic and
medicinal plants is a powerful means of illustrating the reliance of man on the
plant kingdom. Conservation can succeed only if pupils understand biodiversity's
distribution and value, how it f i p r e s into their own lives and aspirations. A visit
through the garden makes them understand the richness of the plant kingdom and
that each living organism is a biochemical factory of tremendous potential. This
will help a lot in inculcating the beginner's interest to study these plants in their
natural surrounding and this would certainly attract the students to take up Plant
Taxonomy and Floristic study as their special subject for higher studies.
5.2.6 Analysis of the Biology Textbook of Standard X
The relation between man and environment, the role of man in destructing
the environment and the need for conserving the nature are described in this
textbook. More importance is given to the chemical hazards like air pollution,
water pollution, etc. Bioiliversity loss and its serious consequences are least
mentioned. Ecological concepts like food chain, food web, pyramid, etc. are
beautifully illustratecl to show thr relation between plants and animals. Mimosa
pudica (touch me not) is the only plant mentioned in this text by its name and
therefore the table showing the analysis of plants of standard X is not given.
Economically important plants are mentioned as groups likc oilseeds, fruits, pulses,
cereals, berries, mushrooms, etc. This may be on the assumption that when a
student reaches standard X he/she would be able to cite examples for the above
mentioned groups of econornically important plants.
A visit through thc gdrden makes the students aware of the local flora and
its importance. This will n~otivdtc the children ro respect nature and avoid damage
to them.
5.2.7 Major findings
The important findings emerged from the content analysis of the Biology
textbooks are presented below.
1. Even though plants ale available and used across a wide spectrum,
educationists have included only a cursory screening of one in ten or an
intensive screeniilg of one in hundred or thousand.
? -. Taxonomic studizs irnd related ~nforrnation were not pursucd in any of the
standards, nor wcrc the distrib~!t!on, phys~ology and morphology of each
plant givcn.
3. Ximost all the plants are locally available except certain exotic plants like
foxglove, redwood tree. ctc. Even though cereals like wheat, millet, sorghnm,
etc., are not cultivated in our State, the corns are available and the students
are familiar with it. Thereforc, it can be concluded that the examples given
in the text are consistent with the ecosystem endowments of Kerala.
4. Along with the botanical/morphological features of each plant, its economic
(including medicinal importance) and its sustainable utilization could also be
mentioned in order to make the students aware that the plant system is not
only the foundation of ecosystem but also that of economic system and
hence responsible for man's sustainable and holistic development and welfare.
Conservation of medicinal plants is to be addressed in a comprehensive
way in order to strengthen the resource base of our traditional systems of
medicine. It would have been better if the elements of ayurvedic medicines
were also included in the curriculum from primary level onwards.
5. Curriculum is not designed to emphasise the practical implications of present
knowledge for giving learners a large amount of concrete experiences
in activities which are designed to improve environmental quality and
qualities of life. Curriculum should give more attention with such an
intensity for the conservation and utilization of our plant resources,
including the importance and preservation of biodiversity and sustainable
development.
6 . Almost all the plants except foxglove, red wood tree and jute are available
in the Botanic garden (TBGRI) with all their diversities and varieties. The
allied species with all their variants represents the unique nature of a botanic
garden. Therefore, botanic garden can be considered as an extended
laboratory of the school where students can understand and identify the
different types of plants across the curriculum, within a cause-effect
relationship. The results achieved through this research attempt shows that
botanic garden could play a perfect complementary role with school
curricul urn.
A closer analysis of the biology textbooks from standard V to X
convinced the investigator that on the whole there are some lapses in the coverage
and treatment on some of the aspects concerned with plant systems. It is found
that some of the essential aspects of conservation and sustainable utilization have
not been included in these texts. The lapses thus identified are presented below,
grouped under certain common heads.
I. Biodiversity
Plant classification
Plant adaptations
Sacred groves
Rare and Endangered plants
Useful but Deadly
Protection and promotion of bio-diversity
2. Economic Importance
(a) Plants as Edibles
(i) Crrealh
(ii) Fruit plant5
(iii) Leafy vegerables
(ib) Herbs for cooking
(b) Plants for Health
(i) Folk cures
(ii) Plants used in modern medicine
(iii) Plants used in Ayurveda
(c) Plants as Industrial raw-material
(i) Trees
(ii) Ornamentals
(iii) Aromatic plants
(iv) Herbs as repellants against insects
(v) Fibre-yielding plants
3. Conservation
(i) Role of forest
(ii) Growing native trees
(iii) Growing avenue trees
(iv) Propagation methods
(v) Habitat conservation
(vi) Extinction of species
(vii) Sustainable utilisation
(viii) Biodiversity conservation
4. Activities
(i) Practising ~ r o ~ a g a t i o n methods
(ii) Field visit
(iii) Awareness programmes
(iv) Maintenance of school garden
(v) Plant Identification competition
(vi) Gardening competition
Conclusion
The documented collection of plants that is represented in the biology
textbooks of standard V to X does not represent a cross section of our plant
wealth. Kerala's renowned natural plant wealth has never been included in the
curriculum with a view to making the students enviro~unentally literate and equipped.
There are thousands and thousands of species of animals and plants which have
not been sufficiently studied, sometimes not even identified which could be of
great potential values for future generations. Without study we cannot be sure
about their utility. Therefore, we can't consider the textbook as a benchmark
material for any future study or understanding on the vegetational status of Kerala.
The whole purpose of introducing the subject to the students should be to encourage
young minds to develop love and respect for plants growing in their neighbourhood
and to inculcate in them an interest and curiosity about the plants they come
across in their daily life. From this analysis it is very clear that formal schooling
is not a solution for the universalization of environmental 1 ecological education in
India. To increase understanding of biodiversity, representative and viable samples
of ecosystem, populations and species must be included in the curriculum. Economic
importance, sustainable development and environmental education aspects of different
groups like fruit trees. medicinal plants, bamboos, ornamentals, etc., are to be
explained within the frame work of its ecological economic inter linkage and
relationships. How does each of these items sustain our ecological system and as
a result how we can formulate a stable ecological base for economic development?
Such questions will create an awareness among the students to protect the entire
natural systems. Sustainable use of biodiversity requires the application of both
traditional and modern knowledge of biodiversity and biological resources and
related systems. In short, in an environmental approach the study of the curricular
materials should sow the seeds from which an affinity for plants would sprout
resulting not only in the conservation of existing greenery but also in making
substantial addition to it.
Thus, botanic garden educators and the school teachers could build the
second 'biggest classroom' in nature. These new circumstances, thus define a new
role for the Botanic garden as a unique place for environmental education.
5.3.0 Section B
5.3.1 Experiment-1 : Effect of Field Study on Plant Identification
Introduction
Nomenclature-the process of naming things, is fundamental to the
understanding of nature. The diverse units of life in the world are referred to by
their names which serve as a basis for communication. These names evoke the
identity of objects by their mere mention. Many naturalists and environmental
educators downplay the role of naming plants and animals, even though names
provide a 'handle' to remember and store information in the mind. Naming object
is a natural process that should not be suppressed. However, more should be
taught than names, but naming is an important function in learning about the
natural world (Nelson & Barnes, 1979). Without the use of names, the identification
of even the most comn~on plants would be impossible. Naming is not only to
identify a plant but also to account for the different types of plants on earth.
Listing the names of plants is not an attempt to depict all the major groups. But
this activity proposes to focus the students' attention to the different types of plant
species that at one time or another have been beneficial to mankind.
The extensive scientific vocabulary is known only to a few and actually
used to name plants by fewer still. A folk vocabulary rather than technical jargon
is common among people. It is primary for all communications about plants.
(Baldwin, 1979). Folk terms are learned before formal education begins and are
later used to discuss the econo~nic importance of plants
Plants grown indoor or outdoor can provide us with a bit of the real world
of nature in our urban, synthetic environment. But, to enjoy them, knowledge of
the art and science of growing plants and arranging them in the proper niches in
the landscapes or indoors is essential. It is also important to know where and how
they grow in their native habitats. This knowledge provides the cue to grow them
at their best in homes, offices and gardens. Moreover, Weatherbee (1979) tells that
each plant should be correctly identified and checked that the right part is being
used during the corresponding time of the year.
Therefore, the objectives of the experiment are -
(a) To find out the effect of field visit to a Botanic garden on the skill
of the secondary school students in identifying different types of plants,
categorising them according to their use and economic importance.
(b) To find out the cffect of field visit to a Botanic garden in improving
students' knowledge and understanding of the varieties of plants and
their conservation within an environmental education framework.
(c). To identify the role of Botanic gardens to supplement the knowledge
and understanding of the students gained from classroom teaching.
Plant Identification Experiment
This experiment aims at studying the effectiveness of field study, i.e., to
understand the general ability of the secondary school students in identifying different
types of plants in pre- and post-demonstration scenarios. This activity proposes to
focus the students' attention in identifying the different types of plant species,
which have been beneficial to mankind. As indicated in the design of the experiment
a pre-measure of their ability was obtained before the commencement of the
experiment and a post measure after the field visit. The data collected and computed
were subjected to quantitative and qualitative analysis.
Stability of Sample Statistics
The present study was conducted on a sample of 50 students from standard
IX who visited the TBGRI. The experimental study was designed for the \kiting
students only. So the investigator could not select a representative sample for the
experiment. Since it is a one-group study, the cluster sample selected need not
affect adversely the results of the experiment. The statistical measures obtained for
a small sample need not be applicable to the large population from which it was
selected. If the results are generalised for the population without testing the statistical
measures for their stability on the population, they will be biased. So the stability
of sample statistics has to be statistically tested so that the investigator will be
confident about the dependence of the sample statistics on the population from
which the sample was drawn.
Stability of scores for the skill in Identifying plants
The pretest and posttest scores of the students in identifying the plants
were subjected to statistical analysis to determine the stability and dependability of
the scores of the sample.
(a) Nature of scores for the skill in identifying the plants
The pretest and posttest scores of the students in identifying the plants
were subjected to important statistical measures of Central tendency and Dispersion.
The values are presented in Table 5.6
Table 5.6.
Summary of the Statistical Constants for Pretest and Posttest Scores in Identifying Plants (Different Types)
Statistical constants Pre-test (N=50) Post-test (N=50)
Mean 22.52 28.12
Median 22.00 26.50
Mode 22.00 23.00
Standard deviation 5.66 6.26
Skewness 0.28 0.78 - -
The mean pretest score is less than half of the maximum score. The median
and mode are very close to the mean, showing that the distribution of the scores
is almost normal. The value of the standard deviation indicates that the scattering
is not low. The skewness is slightly positive showing that the high scores obtained
are less in number.
Regarding the posttest scores, the mean score is more than half of the
maximum score. The median is close to the mean. This shows that the distribution
is almost normal.. The standard deviation is slightly high, showing that the scattering
of the scores is not very high. The positive skewness indicates that high scores are
less in number.
@) Dependability of sample statistics of the scores for the skill in identifying
plants.
In addit ion to the Sta t is t ical measures l ike mean , median and
standard deviation standard errors of the mean and standard deviation were
calculated to find out ranges of Mpop and upOp. The measures are presented in
table 5.7
Table 5.7
Confidence Interval of plant Identification scores and variability of population mean and standard deviation.
Treatnient No Mean Standard SEM S E a Range of MpopRange of owp Deviation
Pretest 50 22.52 5.66 0.8 0.57 20.95 - 24.09 4.54 - 6.78
Posttest 50 28.12 6.26 0.89 0.63 26.38-29.86 5 .03-7 .49
The ranges obtained for MpOP and uPop are not very wide for both the
pretest scores and the posttest scores of 50 students for their skill in identifying
the plants. So, the sample means and the standard deviations can be said to be
almost dependable. The data and their analysis are presented below. The
analysis carried out and the discussion of results are presented under the following
heads:
Performance of the students in identifying different types of plants
(i) Pre-demonstration scenario.
(ii) Post-demonstration scenario.
(iii) Comparison of the difference in performance of students
Performance of the students in identifying medicinal plants
(iv) Pre-demonstration
(v) Post-demonstration
(vi) Comparison of the difference in performance of students
In the pre-test the pupils had to identify fifty common economically important
plants which are usually growing in their surroundings. The pre-test scores were
thus obtained separately for total plants and medicinal plants including spices.
After the treatment phase - field visit through the botanic garden, again the plant
identification test was conducted for the same group with another group of plants
which included more rare and economically important plants. Thus posttest scores
as measures of outcome of the treatment variable were also obtained. Students'
skill in identifying the plants is the dependent variable and the teaching strategy is
the independent variable (experimental variable).
Performance of Students in Identifying Different Types of Plants
1) Data and Results of the Pre-test
The pre-test was administered to fifty students who were allocated for the
plant identification test. The students' scores ranged between 13 and 35 for a
~naximum score of 50.
In the case of the general plant identification, (Table 5.6) pre-test obtained
a mean score of 22.52 out of 50 with a standard deviation of 5.66 showing the
group to be slightly below average on identifying plants and the individual scores
deviate from the mean score to a great extent. The minimum score is 13 and
maximum score is 35 showing the group to have a wide disparity in their
ability to identify plants. The mode and median are 22.in the pre demonstration
scenario.
Even though 90% of the plants are from the immediate environment of the
students, the percentiles show that 50% of the students scored below 22 and 75%
of the students scored below 28. (Table 5.8)
Table 5.8: Percentiles of the pre- and post-test
Score Score
Pre-test 18.00 22.00 28.00
Results showed that 50% of the students couldn't identify more than half
of the plants. When the response sheet was analysed it was found that this is not
because of their unfamiliarity with these plants. Many of the plants are familiar to
a major group of students but they haven't heard of their names or even never
thought about their names. Some of these plants are Merrimea tridentata (~drm~~amll
Desmodium triflorum (adnaa~gsl) . Scoparia dulcis (aglaraaml), Ficus hispida
(~ ra~amim~,Oxa l i s corniculata (da@wiol~), etc.
This is a clear evidence that students are not aware of their environment,
what plants and animals are around them, what values they have and how they are
important in our lives.
Scoparia dulris, a very effective medicinal plant is now .used for the
treatment of kidney stone. This plant is very familiar to %%of students. Only 5%
has revealed that they are seeing that plant for the first time. But the local name
is not known to most of the students. This has happened because even though the
plant is very familiar to the students due to its abundance in the neighbourhood,
the name of the plant was not specifically introduced to them. Therefore, it is
interesting to note that a purposeful visit to a botanic garden increases the students'
awareness about the local and scientific names of plants species. Even though the
medicinal or economic importance of a particular plant is known, it is of no use
if one couldn't identify that plant. (The same type of incidence was experienced
from the general public who visited this garden). As explained above, even though
people use many types of plants to meet medical and economic demands they
never got a formal opportunity to know the botanic, scientific and ecological
aspects and dimensions of many plants. Again botanic garden plays a catalytic role
in imparting this botanical information among the public.
But that is not the case w ~ t h Acacia auri~ulrformrs. None of the students
revealed that the plant was seen in their immediate surrounding, but 70% of them
have correctly written the name and only 20% of the students agree that they are
seeing this plant for the first time and only 10% could not write its correct name
even though they had seen the plant. The social forestry was effectively implemented
in the public land in which the major species was unfortunately Acacia, which is
incidentally not suited to the ecological conditions prevailing in places like Kerala,
and in most of the rural areas public vacant land is not easily available and
therefore Acacia species was less frequent compared to the urban areas. Further
as Acacia happened to become a very controversial species it became a major
issue for discussion by different media systems. S o most of the students were able
to know about this plant even though some students were not able to see, especially
in the rural areas before they participated in the plant identification experiment.
The most interesting observation evolved from the experiment is that even
though two species Adenunrheru pavoniu and Ahrus precatorious which are not
frequently observed in normal biodiversity conditions in the villages, when the
seeds of the same were exhibited, majority of the students were able to identify
this plant. This is because the rural children especially in the socio-cultural and
ecological set up of Kerala, play with the seeds of these plants. This indicates that
the play and games involving ecological elements make a far-reaching imprint in
the minds of the children compared to the ones which are not involved in such
an ecology-oriented entertainment interaction programme. Another observation
derived is that these two spzcies are semi religious plants which are often maintained
in the Hindu temples and any tree or plant maintained in the temples is more
remembered by the children as these are considered sacred and also as the children
visit temples often, they observe the plants and their seeds maintained there more
carefully compared to the species which grow in other ecosystems like roadsides
or wasteland. Therefore, in general, this observation indicates that any ecosystem
element which is involved in an entertainment interaction phenomenon especially in
a magico-religious framework makes more imprint in children when compared to
a normal interaction scenario.
Students' skill in Identifying Plants Which Are Rare in the Students' Immediate Vicinity (Pre-test)
Name of the plant No. of students who Percentage of students who identified the plant identified the plant
Acacia auriculiformis 35 70
Adenunthera pavonia 38 76
Abrus precatorius 36
Culophyllz~m inophyllum 15
Piper longurn 11 22
Eucalyptus sp. 16 32
Terminalia paniculata 8 16
Thottea siliquosa 7 14
Rauw,olfia serpentina 3 6
It is interesting to note that all the fruit trees were identified correctly by
almost all students. This is because these plants are seen in the compound of their
home or in the surrounding areas. As the fruits are edible there is no chance of
any wrong identification.
Data and results of the post-test
After the pre-test was administered to determine the students' initial skill
in identifying plants, studcnts were taken to the botanic garden for a field visit.
They identified the selected plants, that are either included in the syllabus andlor
found in their surroundings. They have also noticed a number of rare plants which
are economically imporatant. The investigator who had been working as Educational
Officer in TBGRI assisted the students to observe each plant and study its name
and use with special reference to economic importance. The students then were
tested for their ability in identifying plants.
At the post experimental stage, the same group has a mean score of 28.12
with a standard deviatioq of 6.26. These values indicate that the students are
above average in identifying the plants, which included more rare plants. The
mode and median were 23 and 26.5 respectively. (Table 5.6.)
The results obtained from the above experiment revealed some of the hitherto
unknown potential and educational ramifications of botanic garden especially in a
tropical ecosystem condition. In the post-demonstration experiment, out of the fifty
plants exhibited for identicication only 30% of plants including fruit trees, some
medicinal and spices are from their immediate surroundings. Remaining 70% are
rare in the sense that they are not seen in their daily interaction but they are
cultivated species and all are very important medicinal plants in daily life.
Non-availability of most of these plants in their surroundings made the
identification process a little bit difficult for the students. Even then 75% of the
students have correctly recalled the names of 33 plants. 50% of the students were
able to identify more than half of the plants. In the experiment, the success of
recalling the names mostly depended upon the abilities of the students in visualizing
- producing mental images and combining objects and ideas in new ways because
most of the plants were new to them. The power of retention varies according to
the difference of individual abilities and general academic performance of the
respective students. Some students retain much better while certain others much
less. According to Ebbinghaus experiment, (1913 ) 66% can be forgotten with the
lapse of one day. But in this experiment all the students are able to remember
more than 35%. Learning is the primary condition for remembering and if learning
experiences are active and interesting they may create mental images for revival
when the needs occur. Exposition of these plants with suitable explanations was
much meaningful because learning depends upon active observation, creative interest
and greater attention. Here we can see the relevance of the famous educational
dictum. 'I see I remember'.
Effect of Visit to Botanic Garden on Students' Skill in Identifying Plants (Different Types)
The mean pretest and posttest scores for students' skill in identifying plants
were tested for significance. The results of the test of significance for the difference
between the means of pre-test scores and post-test scores obtained. by the sample
of 50 students are given in Table.5.10
Table 5.10 Data and Results of Test of Significance for the Difference Between the Means of Pre-test Scores and Post-test Scores of Students, in Their Skill in Identifying Plants
Test Mean Standard deviation
It is evident from Table 5.10 that there is significant difference between the
means of pre-test scores and post-test scores (CR =8.069). The difference is in
favour of the post-test scorcs. So, it can safely be concluded that the difference
between the means of the two tests cannot be attributed to any chance factor.
The difference is quite trustworthy and dependable and hence the achievement can
be attributed to the effect of environmental approach - field visit through botanic
garden.
Performance of Students in ldentifying Medicinal Plants
After the general plant identification, a data sheet was given to identify
the mcdicinal plants from among the total plants of fifty. This is particularly
done to know whethcr the pupils are able to identify the common medicinal
plants around them even though they are not able to identify a plant by its name.
Concerned with the medicinal plant identification, pretest obtained a mean
score of 8.04 with a standard deviation of 4.907 showing the group's performance
very poor in identifying medicinal plants. The minimum score is 2 and maximum
score is 23 showing the group to have a range of 21. The mode and median were
l land 7.00 respectively. The skewness of the group is 0.795 while kurtosis is
0.233 we can see a significant difference in the identification of medicinal plants.
(Table 5.1 1)
Table 5.11. Summary of the Statistical Constants for Pre-test and Post-test Scores in
ldentifying Medicinal Plants. -
Statistical constants Pre-test (N=50) Post-test (N=50)
Mcan 8.04 19.66
Median 7.00 18.00
Mode 11 .OO 16.00
Standard deviation 4.90 7.33
Skewness 0.79 0.71
Kurtosis 0.23 0.26
60% of the exhibited plants were medicinal but only 25%of the students
scored below 5 and seventy five per cent of the students correctly identified only
11 plants out of 50. (Table 5.12).
Table 5.12 Percentiles of the prr- a n d post-test (Medicinal Plants)
The result shows the poor knowledge of the students about the traditional
medicinal plants. In the general plant identification programme more students were
able to know the plant by its name but its application and economic utility were
not clearly understood because they have not felt the need to know about these
plants. Even though our medicinal plants have much therapeutic application, the
local people as well as the qtudents are not aware of it as they are depending on
allopathic medicines for their common ailments.
Phyllanthus amarus, Piper langum, Eclipata alba, Elephantopus scaber,
Centella asiatia, Moringa oleifera etc. were identified as medicinal plants by most
o l the students. These are some of the common medicinal plants which are in daily
use especially in the rural households. This type of programmes will help them to
acquaint with the local plants and this will create an interest in them to identify
more plants and tu know more about the uses and economic values.
Although we have included only two plants (4%) in the category of
spices only less than 25% of the students could identity these plants correctly
They took them for some other plants like Ecualyptus, Thottea siliquosa etc.
as spices. Even though this concept is well included and studied in the
curriculum 75% of the students couldn't distinguish spices from other plants.
This shows the lacuna in lbrmal teaching because formal teaching experience is
highly divorced from the environment.
Post-test scores (medicinal plants)
At post-test stage, (Table 5.11) the same group has a mean score of 19.66
with a standard deviation of 7.33. These values indicate that the students were
able to recognize more medicinal plants, which included more rare ones. The
minimum score is 3 and maximum score is 33 showing the group to have a range
of 30. The mode and median were 16.00 and 18.00respectively. The skewness of
the group is 0.711 while kurtosis is 0.261.
Table 5.13 shows the rare medicinal plants and their high frequency of
identification. During the demonstration / explanation process itself students noticed
these plants because of their potent medicinal value.
Trichopus zeylanicus a plant which is endemic to Western Ghats is used as
an immunostimulant by the tribals and its medicinal value has been rediscovered by
TBGRI scientists. As the medicinal effectiveness of Trichopus zeylanicus happened
to be a novel rediscovery thcre occurred adequate media attention and demonstration.
Thcrefore many of the students were aware of this plant and its therapeutic
implications.
Number and Percentage of Students who Identified Rare Medicinal Plants After Field Visit (Post-test)
Name of plants No of students % of students who who identified identified the plant
Triclzopus zeylanicus 39 78
Acorus calam~rs 35
(;yrr~nrmu syl~beslris 39
Rauwolfiu serpentinu 37
Pseudurrhriu visuda 35
So also, Gymnema sylvestrrr was very much attracted by the students for
its medicinal properties for curing d~abetes which is a very common disease. Even
though the plant Rauwolfia hrrpentina is mentioned in the biology textbook, 90%
of the students are seeing it for the first time. They are aware of the medicinal
implications of this plant.
Acorus calamus, the rhizome is seen by the students in their household but
they are seeing thr plant as such for the first time. They have noticed the
resemblance of the leaves with Oriza sativa leaves. Pseudarthira visuda and
Desrnodiurn gangeticum are recollected easily because of their similarity in local
name and their leaf arrangement.
This type of dcmonstration and explanation helped the students so much to
get an understanding about the local medicinal plants which are having very valuable
therapeutic applications. Students got immense opportunity to acquaint with
these plants for the first time from the botanic infrastructure made available in
TBGRI
In the identification of spices all the students could identify more than 50%
of the spices exhibited. 37% of students scored 83%. 33% of students scored 66%
and 30% of students got 50% of marks in the post demonstration
These results show that information awareness and knowledge obtained by
students through the demonstration with the help of the botanic infrastructure is
exceptionally effective, even beyond the existing scope of Ebbinghaus experiment
of memory power.
Comparison of the pre-test scores and post-test scores of the Identification of Medicinal plants. (h' = 50)
The results of the test of significance for the difference between the means
of pre-test scores and post-test scores of the identification of medicinal plants and
the data are presented in Table 5.14
Table 5.14
Data and Results of Test of Significance for the Difference between the Means of Pretest Scores and Posttest scores in Identifying Medicinal Planls (N = 50)
Test Mean Standard deviation I -- --
CR
Post-test 19.66 7.333 0.617 14.206 **
Pre-test 8.01 3.907
Table 5.13 shows that the critical ratio obtained is significant at .O1 level
showing that the means of the pre-test and post-test scores under comparison
differ significantly with regard to the medicinal plant identification. The higher
value of the mean score of the post-test reveals the positive effect of the field visit
and the demonstration of students' shill in identifying the medicinal plants. The
comparative study shows that the demonstration very effectively increased students,
awareness about medicinal plants. It may be inferred from the result that the
students who have got an acquaintance with the vast treasure house of medicinal
plants in the botanic garden were more aware of this nature's gift to human kind.
The study helped the students know more about the common medicinal
plants in their natural setting and identify the common and rare ones in their
immediate environment. It thus stresses the need to extend teaching and learning
activities from the classroom to the immediate environment (natural 1 built) of the
pupils beyond the cla\sroom.
5.4.1 Experiment-I1
Effect of Field Study on Achievement of Students in Botany
The analysis of the plant identification experiment tempted the investigator
to conduct another experiment with a different group of students. The plant
identification experiment revealed the potential of botanic gardens in identifying the
economically important plants by their names. It was also revealed that most of
the students were unaware of the potential use of these plants. Therefore, a second
experiment was conducted for a different group of the sample. The basic objective
of this experiment is to find out how botanic gardens enable the students to
improve their knowledge and understanding of the uses of different types of plants
and their conservation by managing and displaying live and preserved collections
within an environmental education framework. For this, an achievement test was
conducted before and after the field visit through the garden. The scores of the
pre-test and post-test were computed and the significant difference between the
two mean scores on total sample (N=60) and rural (N,=30) and urban (N,=30)
samples were calculated. Analysis carried out and the discussion of results are
presented under the following heads.
Students' awareness about the plants
A comparison of the students' awareness about the common and rare plants
are calculated from the responses of the achievement test and the percentage of
correct responses are presented in Table 5.15, Table 5.16 and Table 5.17.
All students have correctly written Thulsi (Oscimunl sanctum) as a medicinal
plant which is commonly used in their household. This may be due to their
awareness that a decoction made from Thulsi, Piper nigram and jaggery is a
common folk medicine for cough and fever. It can be easily prepared and is very
effective for cold and cough.
The result reveals that a botanic garden education visit increases students'
knowledge and understanding about the common medicinal plants which are usually
growing in their immediate surroundings.
Questions were inciuded to find out the students' awareness about the
plants associated with thc culture of our State. The purpose is to find out how
far the students are aware the plants which are associated with our culture. This
includes plants often associated with rituals, socio-cultural background and religious
purposes.
Student's Awareness about Certain Common Medicinal Plants
No. Statements Percentage of correct response --
Pretest Posttest
A common medicinal plant in the grass family
The plants that are know11 as Thrifala
A plant in which the root is used as medicine
A plant which is uscd in modern medicine
A plant which is used for blood cancer
A plant which is used as a hair tonic
A medicinal plant, the export of which is restricted by government
A plant used to prevent skin deseases
A medicinal plant which in supposed to stimulate memory power
Table 5.16 Students' Awareness about Plants Associated with Culture
No. Statements Percentage of correct response
Pretest Posttest
1. Plants which flowrr once in 12 years 18 42
2. Two seeds that are used to wcigh gold 20 48
3. A tree whose timber is used for making drums 5 30
4. A plant which is used for making flute 4 1 98
5. A plant from which the 'marauri' is made 0 35
6. Tree whose leaf is used in Siva temples 36 50
The results show that a field visit through the garden helps to cultivate
awareness from the traditional conservation point of view because the ceremonial
transfer of knowledge from one generation to another is less frequent. This study
stresses the need to giveimportance to take greater control of the local natural
resources through educational programmes.
Questions were included to find out the knowledge and understanding gained
from the botanic garden about the plants mentioned in the text. The purpose is to
find out how botanic garden can be made as an establishment for making the
students understand about the different types of plants across the curriculum within
a cause-effect framework.
Table 5.17 Students' Awareness about Plants Described in the Syllabus
No. Statements Percentage of correct response
1. Flowers which arc commercially important 21 58
2. Scientific name of any plant 10 60
3. A medicinal plant which is endangered 5 5 2
4. A medicinal plant used for diabetes 12 46
5 . Any two plants used as spices 14 40
6. A medical plant used against blood cancer 25 48
7. A plant which is dispersed through water 42 50
8. A plant whose petiole is modified as leaf 22 45
9. In Opuntia the leaf is modified for 26 54
10. A plant which is not an epiphyte 3 2 5 0
The result shows that in a botanic garden the best teachers are the plants
themselves in their infinite variety. By managing and displaying live and preserved
collections, botanic gardens can increase knowledge, awareness and understanding
about plants, their importance and their conservation. (Valsala, 2002)
From this analysis it is apparent that the more the exposure to nature, the
more the awareness. The results of the above analysis clearly helped to bring into
focus the following observation:-
The study visit to botanic garden increases students' knowledge and
understanding about:
(i) plants which are medicinal
(ii) plants which arc culturally important
(iii) plants mentioned in the biology textbook
(iv) rare and endangered plants
(v) structural variations in plants
(vi) conservation aspects
(vii) habitat and the need for its protection
Stability and dependability of sample statistics
The achievement test was administered to a sample of 60 students of
standard IX, 30 each from rural and urban schools.
The pre-test and post-test scores of the students in the achievement were
subjected to statistical analysis to determine the stability and dependability of the
scores of the sample.
) Nature of scores in the achievement test
The pretest and posttest scores of the students in the achievement test
were subjected to important statistical measures of Central tendency and Dispersion.
The values are presented in Table 5.18
Table 5.18 Summary of the Statistical Constants for Pre-test and Post-test Scores in the Achievement in Botany
Statistical constants .-
Pre-test N=60 Post-test N=60
Mean 19.10 34.38
Median 20 .00 34.00
Standard deviation 7.20 5.57
Skewness 0.37 0.21
The mean pre-test score is less than half of the maximum score. The
median and mode are very close to the mean, showing that the distribution of the
scores is almost normal. The value of the standard deviation indicates that the
scattering is not low. The skewness is slightly positive showing that the high
scores obtained are less in number.
Regarding the post-test scores, the mean score is more than half of the
maximum score. The median is close to the mean. This shows that the distribution
is almost normal.. The standard deviation is slightly low, showing that the scattering
of the scores is not very low. The positive skewness indicates that high scores are
less in number.
Dependability of sample statistics of the scores in the achievement test
In addition to the Statistical measures like mean, median and standard
deviation standard errors of the mean and standard deviation were
calculated to find out ranges of Mpop and upop. The measures are presented in
table 5.19
Table 5.19 Confidence Interval of the Achievement Test Scores and Variability of Population Mean and Sstandard Deviation.
- - - - -
Treatment No Mean SEM SEa Range of Mpup Range of uwp Deviation
Pre-test 60 19.10 7.20 0.93 0.66 1 7 . 2 8 - 2 0 . 9 2 5 . 9 2 - 8 . 5 0
The standard error of mean, standard error of standard deviation. ranges of
Mpop and q o p of the pre- and post-test scores of the group in the achievement
test is given in Table 5.19. The ranges obtained for Mpop and Mpop are not very
wide for both the pre-test scores and the post-test scores of 60 students in the
achievement test. So, the sample means and the standard deviations can be said
to be almost dependable.
Effect of the demonstration provided in the Botanic Garden on the students' awareness and knowledge about plants (N = 60)
The results of the test of significance for the difference between the means
of Pre Achievement test scores and Immediate Post Achievement Test scores are
given in Table 5.20
Table 5.20 Data and Results of Test of Significance for the Difference between the Mean Pre-test and Post-test Scores of the Students (N=60) in Their Achievement in Botany
Test N Mean ' Standard deviation r CR
The results emerged out of the comparison of the pre achievement test and
post achievement test of the same group (N=60) indicate that there exists significant
difference between the two tests at 0.01 level (t=18.65). The comparative results
of pre- and post-achievement tests indicate that the live demonstration during field
visit provided by the botanic garden about different types of plants helped the
students in augmenting knowledge and understanding about these plants.
Comparison of the Rural-Urban Difference in the Achievement of Students
The results of the test of significance of means of pre-achievement test
scores of both rural and urban are given in Table 5.21
Table 5.21 Data and Results of Test of Significance for the Difference between the Means of Sub samples on the Pre achievement test
Variable Category No Mean S D C R ---- Locality Rural 30 19.63 7.03
0.56 Urban 30 18.56 7.44
The result of the analysis shows that there is no significant difference
between the rural and urban students in their pre-achievement test. The
mean scores for both the areas are low indicating that the locality did not
influence their knowledge a n d understanding of the plants while learning
classrooms.
Effect of the demonstration of plants in the Botanic Garden on the achievement of rural and urban students
To determine whethrr, the variable, locality has any effect on the post-test
achievement of students, the differential effect of the above mentioned variable was
studied.
The means and standard deviations of sub-samples on post achievement
test were calculated and the difference between the means was tested for significance.
The details regarding the data and results of the test of significance for the difference
between the means on post achievement test scores for the sub-samples are given
in Table 5.22
Table 5.22
Data and Results of the Test of Significance for the Difference between the Means of Post-test of the Rural and Urban Students in their Achievement in Botany
Variable Category No Mean S D C R
Locality Rural 30 32.76 5.53
Urban 30 36.00 5.22 2.29 *
Table 5.22 shows that the critical ratio obtained for the variable locality is
significant at .05 level showing that the groups under comparison of the achievement
of rural and urban students differs significantly with regard to their post-test. The
mean scores of the two groups reveal that difference is in favour of the urban
group. It may be inferred from the results that the students from the urban areas
can score significantly higher than the rural students provided they get more
opportunity to come into contact with nature and natural phenomena and hence
the reason for the superiority of students from urban areas. The other major
observation emerging out of this analysis is that even though there is no significant
difference in the pretest it would be interesting to interpret the superiority of rural
students over their counterparts. Therefore, the experiment seemed to have validated
a possible means of using local environment (naturalbuilt) for better environmental
awareness and as a tool for environmental education.
5.5.0 Major findings
The experimental results emerged out of this research leads to the following
findings.
1. From the analysis it is apparent that a field visit through a botanic garden
increases the students' skill in identifying common and rare plants in their
surroundings. The more the exposure to nature, the more the awareness.
2. In the general plant identification programme more students were able to
know the plants by their names but their application and economic utility
were not clearly understood. Even though our medicinal plants have much
therapeutic application, the local people as well as the students are not
aware of it, as they are depending on allopathic medicines for their common
ailments.
3. This type of study helped the students to learn the common medicinal
plants in their natural setting and to identify the common and rare ones in
their immediate environment. This study, therefore, stresses the need to
extend teaching and learning activities into the immediate environment (natural
/ built) of the pupils beyond the classroom.
4. Pre-test results show that students have very limited awareness about their
environment. They are unable to identify the plants around them with their
names, values 2nd significance in the lives of human beings.
5 . Students get an opportunity to know the botanic, scientific and ecological
aspects and dimensions of many plants. Again botanic garden plays a catalytic
role in imparting this botanical information among the public.
6. Another finding from the investigator's observation is that any ecosystem
element which is involved in an entertainment interaction phenomenon
especially in a magico-religious framework makes more imprint in children
when compared to a normal interaction scenario.
7. Pre-test results of the identification of spices show that there is a lacuna
in formal teaching oecause formal teaching experience is almost divorced
from the environment. Therefore botanic garden infrastructure systems could
adequately be useful for pedagogic supplement.
8. The results of the analysis of the students' achievement scores in the pretest
reveal the lack of knowledge of the students about the cultural, environmental
and botanical aspects of the plant systems.
9. Post-test results show that a purposeful botanic garden visit increases
students' awareness about the local and scientific names, economic
importance including the uses and structural variations of different species
of plants. Moreover they get knowledge and understanding about
(i) plants which are medicinal
(ii) plants which are culturally important
(iii) plants mentioned in the biology textbooks
(iv) rare and endangered plants
(v) structure variations in plants
(vi) conservation aspects
(vii) habitat and the need for its protection
Therefore, botanic infrastructure available in TBGRI is sufficiently adequate
to play a very effective role in providing botanical and medicinal knowledge
and information to the students.
10. The comparison between pre-test and post-test of the two experinents reveals
the following results
(i) There is significant difference between pre-test and post-test scores
of students in the skill in identification of plants.
(ii) There is significant difference between pre-test and post-test in the
identification of medicinal plants.
(iii) There is significant difference between pre-test and post-test of the
achievement test on total sample.
(iv) There is signri'icant difference bctwccn the rural and urban students
as fa: as the :achievement post-test is iq,ncerneti. The difference is in
facour of the urban group.
(v) Ar~othcr intercstirlg observation is that there 1s no significant difference
between the rural and uroan students in achievement pretest.
The mean scores of the students in the findings (i)-(i\i) show that the visit to the
garden by the students had a significant ad\(antagc to them in identifying plants
including rare and medicinal plants and also in their achievement in Botany.
The experimectal results conspicuously reveal that post-demonstration target
group manifested a better understanding of environment compared to pre-
demonstration scenario. This result, therefore, gives the indication that botanical
infrastructure available in a botanic garden could function as an effective tooi in
propagating botanical and ecological / environmental education in the school children.
Conclusions
This experinlent in a holistic scenario encompasses comprehensive aspects
of students' cognitive-, affective- and behavioral-development related to the
perception and understanding of environment 1 ecological systems. These type of
experiments can make learning about their environment practical and meaningful
potentially having long term impacts on students' attitude towards environment and
also in shaping their future life (Valsala, 1999). The results of these experiments
reflect the students' experiences in their home. school and community as this will
get them pondering about every day habits and occurrences in an environmental
dimension These programmes will help them to acquaint with the local plants and
create an interest in them to identify more plants and to know more about uses
and economic values. As explained in the analysis, this experimental investigation
reveals that a visit to botanic garden significantly promotes school children's
environmental awareness.
Nature trail through garden provides a living lesson on ecology. School
children are able to experience the plants in the natural setup. So even a short
visit to the garden gives them some insight into the conditions necessary for these
plants to flourish. Students can experience in portraying the shapes and textures of
unfamiliar exotic plants. This experience must help to promote awareness as well
as appreciation of plants on a large scale. It creates an awareness of a totally new
world of nature to which they had not previously been exposed. It is felt that by
participating in this study. the students gained a more complete picture of the life
of their own, as well as the lives of other organisms and the part that any living
thing including man, must play as a living community.
Therefore, it. could be firmly concluded that the results obtained through
the present investigation helped to establish (to a great extent) that field visit
could be instrun~entalised as a living technology system which has got significant
potential to impart science and ecological education focusing towards an integrated
sustainable development process. This type of programme will help the students to
acquaint themselves with the local flora and create an interest in them to identify
more plants and know more about their economic importance for sustainable
utilisation and harvesting (exploitation). Moreover, such activities play a fundamental
role in the field of conservation (especially bio-diversity conservation) by motivating
the students and creating interest in nature and its protection. Further these efforts
can also have catalytic, educational and developmental effectsbenefits.
The interaction with young minds during these programmes has given many
thoughts for future work. Young students have shown a great interest in field
work and have expressed their desire to do something practical to improve the
quality of environment.
It may, therefore, be concluded that the infrastructure provided by the
botanic gardens not only helps to instill in the children an environmentally compatible
behavioural pattern hut also inculcates in them the skill and aptitude necessary for
instrumentalising them as the responsible citizens who could play a vital role in
initiating total sustainable development in the future.
5.4.0 Section C
5.4.1 Biodiversity Conservation - A model Action Plan
This section provides information about the species which would be useful
in drawing up actidn plans for sustainable utilization and conservation of natural
re%ourees in general and plant kingdom in particular. Identification, listing and
prioritization of species is one of the important tasks in conservation. This is a
process that has been developed specifically to respond to the need for basic
information to students and wh~ch reflects a consensus by specialists. This is intended
to provide strategic guidance for application of the database in the secondary
school curriculum. The main objective is to increase understanding and awareness
of the need for conservation and thereby developing higher order cognitive,
psychomotor and affective domains in students when they are given an opportunity
to explore the natural or built-in environment through an outreach programme.
Model Action Plan is the outcome of the analysis of the curricular potentials of
some of the plants in the botanic garden in relation to habitat and economic
importance. The plants have been selected based on the criteria that these plants
can be grown in one's home and school compound for conservation and
sustainable utilization. This chapter thus gives a list of some of the plants that can
be sustainably utilized in the long run and also an environmental model for strategic
action.
The Global Plan of Action adopted at Leipzig, Germany in 1996 laid the
framework for a concerted global effort to conservc and use sustainably plant
genetic resources based on action at the local. national, regional and international
levels (Swaminathan, 1997). World conservation strategy also emphasized for
sustainable utilization of natural resources (Sabata. 1997).
Biodiversity functions as the very foundation of human existence and plants
form the key elements in maintaining this biodiversity leading to comprehensive
sustainable development. The major issues facing biodiversity conservation are the
habitat loss of flora and fauna in the face of growing human population and
economic as well as social factors causing over-exploitation and endangerment of
biological resources. Species wise, India's biodiversity constitutes 8% of the global
diversity (Khoshoo, 1996). Ecosystem wise India has 42 vegetation types and 25
hot spots of endemic centers (Nayar, 1996). The occurrence of this rich biodiversity
makes India one of the richest countries in the field of ethno-botanical knowledge.
Ethno-medico-botanical investigation has led to the documentation of a large number
of wild plants used by tribals for meeting their multifarious requirements. Application
of most of thc plants recorded are either lesser known or hitherto unknown to the
outside world. In order to make the best use of the local biodiversity resources
in a sustainable manner we have to develop strategies which are comprehensive
and holistic, cutting across the whole gamut of human activities affecting the
environment. Therefore, a plan for biodiversity conservation is to take into account
both the dimensions of sustainability and components of biodiversity. Plan of action
that can be adopted in the school education lays the framework for a concerted
effort to conserve and use sustainably plant genetic resources based on action at
the local and regional levels - thereby ensuring health and economic security, at
village level. High priority is to be given to halt the gene erosion and to promote
the conservation of habitats which are rich in biodiversity. Tribal and rural people
have not only conserved biodiversity but also enhanced them through selection and
value addition through their age old knowledge, information and technology systems.
An extremely urgent task is the preservation and revitalization of this priceless
heritage. A recent nationwide study (AICRPE 1991 - 92) has revealed that the
rural and tribal folk in India use about 1500 species as vegetables and more than
300 species are worthy of attention as alternative source of food the world may
require tomorrow. What is necessary, therefore, is a plan of action based on
sustainable utilization and not on exploitation. Sustainable utilization is "utilization
that meets the needs of the present without compromising the ability and
oppurtunity of future generations to meet their needs". Biological resources
need protection against inappropriate uses and overexploitation. The plan of action
aims at conserving, managing and utilizing the tropical plants as a foundation for
sustainable development in future. Apart from that they are valuable for their
educational and scientific utility and provide beautiful flowers, edible fruits, traditional
medicines, durable timber, fuelwood, protein rich fodder for cattle, etc.
Therefore, the objectives are:
To provide information about the species which would be useful in
drawing up Action Plans including recommendations for ex situ
conservation
to provide an understanding of the econo-ecological role that plants could
play for initiating sustainable development.
to provide an understanding of how plant systems could be made use of
as a mitigating factor for solving different pollution problems.
to provide an environmental role both in terms of a supporting ecosystem
for resource generation for the development of man.( to meet the physical
welfare requirements) and how it provides a congenial natural facility for
the very survival.
The plan of action has speciiied four priority areas as their strategy for
action.
(i) Use of forest plants for sustainability. Action in this area aims at the
need for conserving the forest plants for a more rational use
(sustainable production and utilisation).
(ii) Conservation and sustainable utilisation of under exploited plant
resources.
(iii) Conservation of rare and endangered medicinal plants.
(iv) Plants as indicators and biomonitors of air pollution
Forest Plants for Sustainability
Among the forest resources timber is presently considered to be one of the
most important source of revenue for the Govt. and also alternative source of
income for the local people. There are a number of species which are used for
timber, plywood, pulpwood and match-splint. The priority species are
Elaeocarpus serratus (Kara) Family : Elaeocarpaceae
A moderate sized tree found in Western Ghats and in our evergreen forests.
The reddish colour of mature leaves and serrations of the leaves are easy identifying
features of this tree. The tree flowers annually and a large number of fruits are
formed.
The fruit is a drupe and its fleshy mesocarp is edible. The unripened fruit
is pickled and the ripened fruit is eaten raw or used in curries. Fruits contain
vitamin C. The fruits arc used as medicines against dysentery and diarrhoea. The
leaves are used in rheumatism and as an antidote for poison. The wood is little
used as timber. It is suitable for linings, small packing cases, match boxes, etc.
This tree is a shady tree and so they are suitable as avenue trees. These
indigenous species can be promoted by planting in parks and school compounds.
This tree is a potential promising substitute for edibles, especially in third world
countries. In short this plant is one of the sparkling example of the plant systems
which if conserved and utilized in a scientific manner leads to sustainable
management. The childrer. who learn about the multifarious eco-economical
benefit of this plant will develop a love and inclination to plant and propagate
such plants.
5.3.5 Under Exploited Plant Resources
Documentation of a large number of wild plants reveal that most of the
plants recorded so far are either lesser known or hitherto unknown to the outside
world. These include wild relatives of fruit and vegetable species.
Baccourea courtallensis (Mootty) Family : Euphorbiaceae
An evergreen tree occasionally found in the Western Ghats. This plant was
first reported from Courtallum (Kuttalum) hills in Tamil Nadu and Kerala. This is
a moderate sized tree. Thc plant is remarkable for the crimson red flowers growing
in long racemos spikes in bunches on the stems and branches. During the flowering
season the whole trunk appears as a crimson mass. Fruits are formed at the
bottom of the tree trunk. Hence the local name 'mootty'. Fruits are also red in
colour when ripened and are edible with a sour taste. The unripe fruits can be
pickled. Timber is seldom used.
This plant can be planted as an ornamental one in our gardens because
they are very attractive especially in the flowering and fruiting season. It is
considered as a wild edible which is lesser known. Every effort is to be taken to
popularise this plant for sustainable utilization.
Garcinia cambogia. (Kudumpuli) Family: Guttiferae
The medium sized tree is found commonly in the evergreen forests of
Western Ghats from Konkan toTravancore.and in the Shola forests of Nilgris up
to an altitude of 6000 ft. It has horizontal or drooping branches and leaves are
dark green and shining. It flowers during the hot season and fruits ripen during
the rains. Fruits are yellow or red when ripe and seeds are surrounded by a
succulent aril. The fruits are edible, but too acid to be eaten raw. The thick
pcricarp is cut into piecies and dried in the sun for future use. They are valued
for their dried rind which is used by Keralites as a condiment for flavouring fish
curries in place of tamarind. A decoction of the fruit rind is given in rheumatism
and bowel complaints. It is also employed in veterinary medicine as a rinse for
diseases of the mouth in cattle. It is rich in acids and possesses marked antiseptic
properties. The wood is grey and close-grained. It is not durable. The heartwood
of old trees is reported to be distinctly hard and durable. The wood is used for
posts; it is suitable for match boxes and splints.
All forest resources other than timber comes under the non timber forest
products. The list of these plants is so long and therefore only plants having
potential use are described as under
5.3.6 Medicinal Plants
Medicinal plants are receiving an enormous amount of attention today. The
wild medicinal plants also form a substantial part of our biodiversity and the
conservation of which is critical to the health of our ecosystems. It is very important
that the wild populations of the medicinal plants must thrive, because they represent
some of our very valuable genetic resources as well as essential raw materials for
indigenous and modem medicines. In order to refocus attention on our ethnomedical
heritage one of the programmes that can be embarked on is that of conservation
as well as sustainable utilisation of medicinal plants, especially in the area of
primary health care. These plants can be propagated by cultivating them outside
their natural habitats.
Terminalia bellirica (Thanni) Family: Compretaceae
A handsome tree attaining a height upto 40m found in the deciduous forest
throughout India. Leaves are clustered towards the ends of branches. The fruit is
the well known commercial myrabalan called belliric myrabalan used in tannin.
The non edible oil from the kernels can be used in the manufacture of soaps. The
fruits can be used in the preparation of oxalic acid. They can also be used in ink
making. This is a very important medicinal tree. The fruit is an ingredient of
thrifala, (three fruits) one of the most promising preparations of ayurvedic treatment
( Gamble p.463). It can be used as an antidote against the allergy due to Holigrana
arnottianu (Charu). There is a belief that to cure the allergic burn caused by
Charu, one should encircle Thanni. Other common examples are Terminalia catapa
(badam) and T. paniculata (maruth).
Kaempferia galanga (Kachollam) Family: Zingiberaceae
A small handsome herb found throughout the plains of India and is grown
in our gardens for their beautiful flowers and foliage. Flowers are borne close to
the ground and these plants are usually grown in pots. It is cultivated for its
tuberous rhizomes which are aromatic. Tubers possess a camphoreous odour with
a somewhat bitter aromatic taste. Rhizomes and leaves are employed as a perfume
in hair washes , face powder and other cosmetics. Herb is used as a fragrance by
women and also used for protecting clothes against insects.
The rhizomes are considered stimulating expectorant and diuretic. They are
used in the preparation of garlic administered with honey in coughs. They are also
used as a wash in dandruff. The juice of the plant is an ingredient of some tonic
preparations. The leaves are used in the lotions and poultice for sore eyes, sore
throats, swelling , rheumatism and fever. This plant which is used as an expectorant,
carminative and diuretic i.; critically endangered in South India (The wealth of
India, volume V pp. 314-315).
Holostemma ada- kodien (Adapathiyan) Family: Asclepiadaceae
A twining shrub found in moist deciduous forests, scrub jungles, and the
foothills of dry deciduous rorests. This plant is considered as vulnerable. Its is
popularly known as Ada kodien and Adapathiyan. It is grown in gardens for pretty
flowers. Leaves are opposite . The roots are reported to possess cooling, alterative,
tonic and lactative properties. Made into a paste they are applied in ophthalmic
and arthritis
Saraca asoca (Asokam) Family: Leguminosae
This is a medium sized evergreen tree and its habitat is wet deciduous
forests. It occurs almost throughout India. Its local name is Asokam. Leaves are
pinnate and flowers orange or orange yellow, very fragment. This plant is also
vulnerable at national level and endangered at regional level. Bark is reported to
cure dyspepsia, dysentery, ulcers, uterine disorders and intestinal worms. Leaves
possess blood purifying properties and their juice mixed with cumin seeds is
used for stomach- ache. Dried flowers are used for treating diabetes. Flowers
are used for bleeding piles and skin diseases and they are considered to be an
excellent uterine tonic. Wood is light reddish brown and soft. It is used
for making ploughs and shafts in Assam and for house building purposes in
Sri Lanka.
Fig. 5.1
P
J
Fig. 5.3
Kaempferia galanga
e-.
Trichopus zeylanicus
Fig. 5.2 Saraca asoca
Fig. 5.4 Cycas circinalis
This plant is one of the most sacred trees of the Hindus, the flowers being
used for religious ceremonies and temple decorations.
Trichopus zeylanicus (Arogyapaccha) : Family : Trichopodiaceae
This plant is a herb growing in the shady banks of rivers and natural ponds
in mountains and hills. They are critically endangered. These plants collected from
Agasthyar hills of Western Ghats is found to have antifatigue and immunomodulating
properties These discoveries are of immense importance and some new and powerful
medicines have been devcloped
Cycas circinallis (Kana) Family : Family: Cycadaceae
A very primitive plant originated during Mesozoic era during the period of
dinosaurs, 200 million years ago and now considered as a living fossil because
they have survived for over 50 million years with little change in their basic
character. The small tree which is endemic to India were generally known as sago
palm since seeds and stem yields sago, a type of starch. This is a primitive seed
bearing plant and intermediate between cryptogams and true flowering plants. This
plant is considered vulnerable at national level and critically endangered at regional
level.
This is a slowest growing plant usually with a single trunk, male and
female plants are separate (dioecious) and leaves are pinnate. Leaves are pinnate
palm like and are used for decorative purposes . Fruits are edible and it is a
substitute for rice among tribals during famine. A type of bread is also prepared
from the seeds of this plant.
Natural regeneration is poor and this plant can be propagated by suckers
and seeds. These interesting plants are on the verge of extinction. They can be
conserved in plenty in parks and botanic gardens. This is a beautiful plant for the
school garden for curricular and aesthetic purposes.
1.3.5 Plants as indicators and biomonitors of air pollution
Plants are considered as the lungs of our earth, they take-in carbon dioxide
and give out oxygen to the atmosphere. Like Lord Shiva the forests consume the
poisonous gases and give out Amrit of oxygen. Vegetational cover is therefore a
scavanger or a sink of many pollutants because leaves are exposed and are primary
receptors and their surface features trap pollutants. The basic premise is that plants
can remove significant quantities of pollutants from air without sustaining serious
foliar damage or growth retardation. (Kushoo, 1984 p.262). Measurement of
pollution removal rates by vegetation indicate that plants are surprisingly effective
polliction sink, although they cannot remove totally air or water pollution (Shaji,
2001). The concept of using certain plant species as environmental indicators is
fairly well established in the field of ecology. Pollution tolerant plants can be
grown in industrial and urban areas and such green belts is now considered a
standard method for air quality improven~ent. Here the objective is to convey an
idea about the type of pollution tolerant and sound mitigating plants to be utilized
for landscaping the school garden. This would surely make the children to build
an environmentally ideal school campus.
It is necessary to develop gardening with drought resistant plants so that
problems associated with scarcity of water and the maintenance cost can be reduced.
Moreover minimum chances of damage to gardens can be ensured during vacations
and holidays. Bougainvillea is an example; the less water and fertilizer we apply
the more it flowers.
Plants can be selected on the basis of the pollution tolerence, height of
plant, economic importance like flowers, fruits, etc. The role of botanic gardens is
to help the school authorities in the selection of plants which require careful
scruiting in horticultural conditions in order to assess their suitability or otherwise.
Here is a list of plants that can be grown in the school compounds to reduce
pollution.
Dust Collectors:
Acacia nilotica
Ailanthus excelsa
Alstonia scholaris
Azadirachra indica
Bauhinicz racemosa
Bougainvillea spectubilis
Butea monosperma
Cassia fistula
Casuarina equisellifolia
Cynodon dactylorr
Mangifera indica
Nerium oleander
Saraca asokn
Sizgium cumini
Tamarindus indica - , ~ ~ j g j l m m ~
Tectona grandis - cm&
Polyalthea longifolia - mmsmmmo
Vateria indicu - om@ ~ ~ r n l m l ~ o
Withania somnifera - m m ~ ( n m
Plants are the ultimate saviour of environment and there is.now a growing
realisation that plants and plant cover are needed for the very existence of life on
this planet. One species lost cannot be recreated. So steps should be taken to
conserve these plants at any cost. Sometimes there may be a wild gene or a
potential gene in these plants. We cannot create a new gene but we can manipulate
an existing gene and it can be transmitted. This is the message of conservation and
therefore an environmental study model is evolved and discussed below.
Environmental Study Model
Models differ from general teaching strategies as such models are designed
to reach specific pedagogic goals. According to Joyce and Weil (1990) 'Model is
a pattern or plan which can be used to shape a curriculum or a course to select
instructional materials and to guide a teacher's action. Each model guides as we
design instruction to help students and achieve the desired learning objectives.
Hence, this environmental model is a means of transferring a process from its
actual setting to one where i t can be more conveniently studied, the most important
aim being to improve the instructional effectiveness in an interactive atmosphere.
Experiencing nature and learning from it, is perhaps the best way of learning about
and from the environment (Sarabhai, 1997). According to him, to teach environment
one has to change the very approach to teaching and learning.
The Syntax: The teacher would first need to set explicit educational goals
for the visit. These may or may not be directly related to the curriculum.
They may be stated in informal terms, but it is important to state the goals.
Goals can be like this: Pupils are to be informed well in advance about the
place or location of the area to be explored. Pupils are given a theoretical
background of what is to be observed or discovered. Pupils observe the
plants, animals ,their habitat, interrelationship, shape and arrangement of leaves,
flowers etc.
Social system: Students are active participants in the teaching-learning
process. They are taken to an environment where they can learn through
demonstration. Teacher's role is to give a background knowledge of what they are
going to learn. Teachers guide the students in their' activities. In this 'Environment
Study Model' pupils receive a type of first-hand experience since they are brought
to such an environment.
Support System: Students are taken to a built in environment (parks /
botanic gardens) where they can observe and learn the plants, their habitat, habit,
economic importance etc. During this constructive learning process, abilities like
observing, describing, classifying, communicating, understanding, predicting, and
inferring will develop. The methodology is flexible and can assimilate innovations,
improvements and other changes as required without compromising the integrity of
the exercise. Assessments cannot be relied upon if there is no proper methodology
or facts. It is therefore, important to provide an authenticated account from the
general field study. The data sheet is a working document that provides information
about scientific name, local name, habit, habitat, economic use, taxonomic status,
regional distribution etc. Any additional information that is important with respect
to the conservation of the species can also be note down. Simple project kits,
worksheets, observation sheets etc can be developed for this purpose. This will
help them to know what to look for, what to observe and what tointerpret. (Nair,
1984, p.93)This type of exercise will help in understanding the urgent need to
protect the threatened plants from extinction.
Learning Environment: Pupils are divided into small groups. Each group
is assigned to do a particular activity. All member of the group must work
independently, without loosing group consciousness and prepare report individually.
The members of the staff give directions to the pupils as to what they shall do,
i.e., the processes involved, skills required, precautions taken etc and will assist the
student in learning. They demonstrate the actual 'procedures to students. Pupils
take down notes on these. They enter data into the list of items given to them.
They are requested to clarify doubts and are made ready to learn through
environment. Teacher initiates student engagement by establishing set,i.e. focusing
attention and setting up the students for task at hand. Some routine procedure is
selected whereby students swiftly move from one group to another. All subgroup
members are accountable for completing the joint task as they are accountable for
their individual assignment.
Teaching / Learning Competencies:
Ayurveda stressed the importance of correct identification of plant as vital
for treatment. Charaka, the great Acharaya states that simply confirming the name
of the plant does not help in any way for treatment and that one should be well
versed with its morphological charaters. Therefore, to acquire knowledge on plants
especially through its name, morphological characters and economic importance
field survey is absolutely necessary.
A student can note down the following facts about a plant.
(i) Name of the Plant:
(ii) Synonym of the plant:
(iii) Morphological characters:
(IV) Habit:
(v) Habitat:
(vi) Uses \ Economic importance:
Rajasekharan (1999) reports some of the physical characters of the plants
that can be used as a criteria for identification.
(i) The habitat
(ii) The distribution of plants in certain areas
(iii) The peculiar signs visible on the plants
(iv) The typical colour of the plants
(v) The size and shape of the stem
(vi) Thorns seen on the plants
(vii) Typical aromatic qualities
(viii) The milky juice 1 latex produced by the plants
(ix) The visible lines on the fruits and leaves
(x) The resemblance of plants with animals and birds
(xi) Counting the number of leaves in one node or the typical characters
of leaves
(xii) The floral appearance
(xiii) The typical shape of the fruits
(xiv) The colour of seeds
(xv) The uses of seeds for other purposes eg. As standards for weighing
Uttam (1997) reports some hints for plant study -
(i) study the shape (pole, umbrella, traingle, inverted traingle also tall,
medium, short.
(ii) touch and feel the bark (texture - rough, smooth: cracks, vertical,
horizontal or both etc).
(iii) arrangement of leaves (alternate, opposit, whorled)
(iv) look at stipules or type of leaves (simple/compound; tendrils, climbing
rules)
v) Ccel the texture the leaves (rough, smooth, waxy, santpaperish,
prominent veins etc.)
(vi) see the shape of leaves (arrowhead, heartshaped, spearhead, palm of
a hand, camel's foot.)
(vii) observe the habitat (forest 1 farm, near stream - pond, high hill,
slopes, ridges.)
(viii) look at type of arrangement of flowers (single, cluster, receme etc.)
(ix) find out when it flower
(x) when does it fruit.
(xi) name of the plant
(xii) find out economic uses (edible, poisonous, medicinal, fuel, any other
utility)
(xiii) check out life found onic (epiphytes, parasites, insects and buds).
Unsustainable harvest is one of the major threats to medicinal plants in
India and elsewhere (CAMP, 1999). This harvest is posing a threat. Medicinal
plants are being overexploited from the wild for medicinal trade. Populations have
shrunk to the extent that any harvest even for subsistence living could result in the
plant going extinct. Students should be made aware that cultivation of these species
is to be taken up to meet all of the demands of the trade industry or local needs
for subsistence. Some of these plants may not survive if timely actibn is not taken.
Many of them, because of their small population size and restricted distribution,
require intensive care and habitat management and may survive only with human
support. The primitive cultivars and wild relatives of crop plants preserved by
the tribals are some of the very rare and precious gene pools that hold genetic
key of many valuable characters which the breeders may require tomorrow.
Steps have also been initiated to conserve these valuable germplasm in the gene
banks.
Students are to be made aware that Plants are considered as divine in
origin and were worshiped as 'Mother' (Goddess). Oh! Divine plants! Always be
kind to us! Pour happiness over us, you are the greatest destroyer of fatal diseases,
you are the guardian of mankind, save and protect us from all kinds of illness.
Conclusion
To put this plan into action, a combined effnrt of persons with diverse
background are required. Key role is to be played by teachers and it is only
through the initiative and innovativeness of the teacher this plan can be put into
action with the support of scientists and technical staff of botanic gardens. Perhaps
for long-term success, it may be worthwhile to make him aware that he has an
important role and that he can help humankind by preserving the species diversity.
In our state the nodal agency responsible for planning and implementation will the
Tropical Botanical Gardens and Research Institute, Palode, Thiruvananthapuram.The
investigator hopes that the present and future generation will find this work useful
i n the challenge of bringing our environment alive to the next generation.
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