This book aims at introducing readers to the different ways in which environmental education is viewed and perceived on an international basis. It is one of the outcomes of the First World Environmental Education Congress (FWEEC) held in Espinho, Portugal, on 20th-24th May, 2003. FWEEC gathered 282 participants from 38 countries, offering an international platform for educators, scientists, researchers, scholars, politicians, technicians, activists, the media and teachers to present and debate key issues in environmental education world wide. It includes many of the papers delivered in the Congress and a few additional ones, in an attempt to both document international experiences and promote them to a wide audience. This publication is meant to pave the ground for the UN International Decade of Education for Sustainable Development (2005-2014) by addressing one of the oldest and yet one of the most pressing needs in environmental education today: the need to document experiences and promote good practice. This book will be useful to those undertaking research, practical projects and doing works « on the ground in both formal and non-formal teaching. The extensive body of information and knowledge gathered by the authors will be helpful to both researchers and practitioners, contributing towards developing their capacity so that they may become even better at what they do.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This book provides an environmental 'way in' to the science every primary science teacher needs to know under the ITT National Curriculum issued by the Teacher Training Agency. It builds constructively on the knowledge of and involvement in environmental issues possessed by practicing and student teachers, whether specialist or non-specialist scientists. Especially for the latter, science can be a daunting and difficult area of their teaching. The authors believe that, by way of an environmental emphasis, the science underpinning such practice can be acquired by most students, enabling them to build their confidence as effective science teachers, while developing environmental awareness and understanding in primary children.

Providing guidance in teaching across all subjects of the primary curriculum, this text draws on extensive research in constructivist ideas in children's learning which shows that effective learning occurs when teachers understand and build on children's previous views and experience in their teaching programmes. The authors provide both specialist subject knowledge and coherent cross-curiculum perspectives. The book is intended for BEd and PGCE students and lecturers but should also be of interest to established primary teachers.

This book aims at introducing readers to the different ways in which environmental education is viewed and perceived on an international basis. It is one of the outcomes of the First World Environmental Education Congress (FWEEC) held in Espinho, Portugal, on 20th-24th May, 2003. FWEEC gathered 282 participants from 38 countries, offering an international platform for educators, scientists, researchers, scholars, politicians, technicians, activists, the media and teachers to present and debate key issues in environmental education world wide. It includes many of the papers delivered in the Congress and a few additional ones, in an attempt to both document international experiences and promote them to a wide audience. This publication is meant to pave the ground for the UN International Decade of Education for Sustainable Development (2005-2014) by addressing one of the oldest and yet one of the most pressing needs in environmental education today: the need to document experiences and promote good practice. This book will be useful to those undertaking research, practical projects and doing works � on the ground in both formal and non-formal teaching. The extensive body of information and knowledge gathered by the authors will be helpful to both researchers and practitioners, contributing towards developing their capacity so that they may become even better at what they do.