Describes the results of a nationwide survey on environmental protection and sustainable development in Nigeria in 1992. The intention of this study was to provide reliable and useful information to those involved in forming policies about environmental protection and sustainable development. A vast majority of the respondents opted for strict…

Describes results of questionnaire studies of children's ideas on which species most warrant conservation and why. When six animals meriting conservation were presented, children listed them in the following order: whale, panda, elephant, monkey, shark, and crocodile. The study showed that children tend to be most influenced toward the worthiness…

Suggests that contrary to popular perception, children are becoming increasingly alienated from the natural environment, especially for play. A study done in Leeds, United Kingdom investigates how the outdoor play of today's children differs from that of their parents' generation. Findings include issues for planners and landscape architects…

Using case study data, determines high school pupils' and university students' (n=162) ability to predict possible outcomes of interactions between ecological populations . Results indicate the majority of respondents could predict interactive outcomes within a simple food web but not when the interaction involved multiple routes. (five…

Suggests that a discussion-based approach focused on experiences of actual environmental issues, encountered problematically, should characterize environmental education activities. An ecology exercise dealing with organic pollution of a river provides a context for the educational principles and ecological concepts included the study. (24…

Utilizes a case study, the Action Ecology Project, to exemplify some curriculum development issues pertinent to environmental education. Describes an action research evaluation process involving teachers that resolves conceptual evaluation and adoption problems of environmental education curriculum. (31 references) (MCO)

Suggests that a reductionist and mechanistic epistemology of present Environmental Education (EE) systems impedes the ability of EE to be an agent of environmental problem solving. Using an action research approach, presents EE as a transforming agent to enable epistemological change. (22 references) (Author/MCO)