In 2000, the Ontario Ministry of Education removed "Environmental Science" from the secondary school curriculum as single-focus, stand-alone courses. Instead, the Ministry chose to integrate or "infuse" ecological concepts in other science and geography courses. In this study, surveys were sent out to science and geography teachers across the…

Points out that outdoor education in the United Kingdom is long on practice and short on theory and begins to address this issue by drawing on secondary sources that address environmental philosophy. (Contains 66 references.) (DDR)

Points out that climate change is an ideal pedagogical tool for encouraging a number of desirable outcomes in environmental education. Climate change can be used to teach about complex systems. (Contains 16 references.) (DDR)

Suggests that the curricular fit of climate change is best in Earth systems-oriented classrooms. Discusses the opposition to human-mediated climate change as a curriculum topic. (Contains 32 references.) (DDR)

Presents a large-scale teacher development program, a personal greenhouse gas calculator, and resources for teachers and students. (Contains 57 references.) (DDR)

Presents interviews with scientists and policy analysts about reasons for scientific disagreement on climate change and whether action is needed immediately. (Contains 19 references.) (DDR)

Identifies and describes misconceptions held by preservice elementary teachers about the greenhouse effect, atmospheric ozone, and acid precipitation. (Contains 28 references.) (DDR)

Presents the results of a qualitative study designed to discover people's knowledge, opinions, and feelings about climate change. Recommends some educational strategies based on the results of the study. (DDR)

Contends that environmental learning is possible only if all absolute criteria for judging educational or environmental worth are regarded as problematic. (Contains 45 references.) (DDR)

Discusses the philosophical underpinnings of Canadian adventure education and offers a description of outdoor adventure education in Canada. (Contains 20 references.) (DDR)

Provides an overview of the various integrated environmental studies programs operating in Ontario secondary schools. Highlights student perspectives and concludes by discussing the promises and limitations of these programs. (Contains 38 references.) (DDR)

Discusses the analytical processes and outcomes of a doctoral study in environmental education that investigated teachers' thinking and practice regarding the contributions of geography teaching to students' environmental education. (Contains 33 references.) (DDR)

Proposes a socioconstructivist environmental education. Explains that the challenge of environmental education is to enable students to gain a more complex representation of the sciences. Contains 35 references. (DDR)