Infusing environmental education in a grade three classroom in Nova Scotia

Abstract

This case study investigates how a Grade three teacher in Nova Scotia infused environmental education into the elementary curriculum in the formal school system. The study was conducted at a large, mostly White, middle-class rural school. A qualitative, participatory research method was used to describe the activities that took place in the classroom and to present the teacher's perspective of implementing environmental education in her unit on trees. Interviews were conducted with the children to understand how the tree unit influenced them as well to understand their perceptions of the environment. It became apparent that the teacher was confronted with many barriers to teaching environmental education in the classroom. In order to overcome some of these barriers that classroom teachers face, and to ensure that effective environmental education is being implemented in the schools, a more collaborative effort is needed between the administration, the curriculum advisors, the school, the teachers, the students, the parents and the community. Some environmental initiatives that took place in the school are explained in this case.