Pass, Fail, or Incomplete?

Abstract

This chapter investigates the presence and status of environmental education principles, as well as factors for encouraging positive environmental behaviour in students, within three sixth-grade curricula in Nova Scotia, Canada: science, social studies, and health education. The results of the research show a strong reliance on knowledge-based connections to the environment and less importance shown to experiential learning, attitudes, and values. The results also reveal a significant decline in the time and resources allotted to environmentally focused education of these subjects. The effect is a diminished and marginalized environmental education presence in sixth-grade education in Nova Scotia within the context of the Decade of Education for Sustainable Development.