Described is a rationale and process that can be used for the evaluation of environmental education programs. Expectations, planning, results, and using results are all discussed as steps in the evaluation process. (CW)

Described is a study to determine the relationship between energy knowledge and gender. Differences in levels of energy understanding were related to both gender and geographical location. Also noted is a low level of energy literacy in general. (CW)

Discussed is a study which triangulates the relationship between the patriarchal system, capitalism, and ecology using ethnomethodology. Relates a feminine idealogical set to general environmental sensibility. (CW)

Assessed is the level of scientific and natural resource knowledge possessed by fourth-, eighth- and eleventh-grade students. Misconceptions are noted. Discussed are implications for teaching about acidic deposition. (CW)

Through two surveys of nature and environmental centers throughout the United States, the author compares the centers' expressed goals with the goals of environmental education. These goals were determined by an accepted behavior model that is considered conducive to environmentally responsible behavior. (17 references) (MCO)

Reports results of a survey of 36 college students who played the Commons Game. This game was developed to illustrate the behavioral patterns, complexities, and frustrations involved in management of commons resources, cited as a major concern for future generations. (10 references) (MCO)

A study examines the influence of a Sunship Earth education program on fifth and sixth grade students (n=578). Results indicate that students who attended the program increased their ecological knowledge significantly. Participation did not result in more positive environmental attitudes. (17 references) (MCO)

A study determines the effect of a six-day wilderness experience on self-concept, knowledge of and attitude toward the environment of twelfth grade students (n=61). Results indicate that changes in self-concept and environmental knowledge can occur from short-term wilderness experiences. (56 references) (MCO)

Describes a new strategy for informing and involving people in environmental issues. Presents stories of successful efforts by ordinary people to effect environmental change. Suggests that these stories can provide the help people need to build more adequate models about environmental problems and about their roles in addressing them. (27…

Presents various ways to transform sustainable development rhetoric into individually recognizable alternatives that may contribute to achieving sustainable societies. Discusses geographic, historical, human-ecological, and simulation approaches and provides detailed examples of reorientation of current human activities toward a sustainable…

This study focuses on secondary students' (n=79) understanding of ecological concepts and the influence of field instruction strategies on their understanding and retention. Results indicate all groups exhibited statistically significant posttest gains and showed evidence of retaining the targeted concepts. (Author/MCO)

A study assesses Wyoming elementary educators' (n=450) knowledge of water topics and the priority given to these topics in their curricula. Results indicate educators perceived they had inadequate knowledge of water topics and failed to give these topics priority in curricula. The need for development of elementary curriculum and workshops with…

Describes the development of a scale to measure environmental attitudes of grade school children. The scale items reflect children's knowledge of environmental issues, and the scale uses an age-appropriate format. The scale's 25 items were selected through item analysis from a larger pool of items. Discusses potential use for research and…

An environmental initiative designed to increase the skill and knowledge levels of Peace Corps staff and volunteers is described. The objectives, accomplishments, strategies, and evaluation of the program are discussed. (CW)

The outcomes of environmental education, both desirable and undesirable, are discussed. Specifically described are environmental education and minority groups, and environmental education and special interest groups. Suggestions for the improvement of environmental education are provided. (CW)