Uses in-depth interviews to explore the understanding of a non-random sample of 12 practicing primary school teachers in four areas: (1) biodiversity; (2) the carbon cycle; (3) ozone; and (4) global warming. Identifies those underpinning science concepts that were well understood, and those which were not so well understood. (Author/SAH)

Environmental educators often maintain that primary school education should endeavour to improve and protect the environment through producing an "environmentally informed, committed and active citizenry," yet existing research shows that the implementation of environmental education in primary schools is problematic and has had limited…