Indian Journal of Science and Technology
Year: 2009, Volume: 2, Issue: 11, Pages: 72-76
Animesh K. Mohapatra1 and Mriganky Bhadauria2
1Regional Institute of Education (NCERT), Unit-IX, Bhubaneswar-751022, Orissa, India.
2Regional Institute of Education (NCERT), Puskar Road, Ajmer – 305004, Rajasthan
*Author for the correspondence:
Regional Institute of Education (NCERT), Puskar Road,
Ajmer – 305004, Rajasthan,
E-mail: [email protected]
The prevalence of the ideas of secondary students (class X) about causes, consequences and remedies of water pollution was determined using a closed form of questionnaire. Many of the Indian students in the present study were unaware of the devastating effect of deforestation, chemical fertilizers employed in agricultural fields, offshore mining, smoke, volcanic eruptions, weathering of soil and rocks on pollution of water and its impact on humans viz. blindness, DNA damage, deformities of bones etc. Prevalent alternative conceptions and misconceptions were: sewage, pesticides, soil erosions do not pollute water; water pollution causes acid rain; radioactive waste dumped in oceans and greenhouse effect could minimize water pollution and BOD of sewage water is very less than that of pure drinking water. It exposes the lacuna in Indian educational system and suggests a strong drive to displace misconceptions at the early stage of learning itself, before they become embedded in an alternative conceptual frame work.
Keywords: India, secondary school, science education, water pollution, environment, awareness.
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