on Science Learning and Teaching, Volume 9, Issue 1, Article 9
1. As the students’ follow-up status for the programs and articles about environment on media (TV, radio, newspaper, magazine etc.) positively affects their environmental sensibilities, it can be asserted that the programs and articles which make the individuals more sensitive by developing the environmental consciousness should be broadcasted and published on media more often.
2. Witnessing not much difference on the environmental sensibilities of the students although having a membership in an institution related to the environment makes us think that the related civil society institutions should work more vigorously. For instance, various activities and conferences about protection and significance of natural resources and the environment can be arranged by various campaigns, and the individuals can be encouraged to participate in these activities.
3. Certain chances should be provided for the young and they should be encouraged to benefit from these opportunities in order for them to take more active roles in environmental protection, to take place in the environmental education programs as instructors, to follow the new approaches and methods related to environmental protection, to partake in the activities and campaigns related to preventing the environmental pollution. Constituting opportunities where the students can perform certain activities such as conferences, seminars and so on is considered as a vital part in point of reflecting their experiences to other individuals.
4. “Environmental Science Course” positively affects the students’ sensibilities, and the ideas of the students related to environmental education which they have at the school in the aspects of air, water, soil pollution, ecological balance and birth control. Hence, in educational institutions of all levels, starting from the pre-school institutions, the environmental education should be given. Moreover, in order to enable individuals to acquire environmental education, projects that will aid environmental education should be developed in primary/seconday education institutions and universities and these projects should be assisted with supportive activities (panels, symposia etc.).
5. Clubs related to environment should become widespread at universities. Activities regarding national and international environmental problems should be announced, and new ideas and solutions should be demanded from the young via studying on these subjects.
Copyright (C) 2008 HKIEd APFSLT. Volume 9, Issue 1, Article 9 (Jun., 2008). All Rights Reserved.