1. Introduction Education and the environment The role of learning The student experience The evidence underpinning this book Structure of the book 2. What is environmental learning? Defining environmental learning Our framework 3. Researching environmental learning Environmental learning - an emerging research topic Ways of researching environmental learning Current knowledge about environmental learning in formal settings 4. Lenses for understanding environmental learning Introducing the concept of lenses Introducing the three lenses How the lenses came about Why these lenses are important 5. Dealing with emotions and values Introduction Students' emotions and values as part of the learning process Students' conceptions of values in subject and subject matter 6. Questioning relevance Introduction Relevance to learners Relevance to curricular context 7. Negotiating viewpoints among students and teachers Introduction Differing views of environmental issues Differing views of what is controversial Differing views of what is relevant Differing views of empathy tasks 8. Enhancing environmental learning Overview of main arguments and findings Enhancing environmental learning practices and policies Enhancing environmental learning research
About the Author:

Dr Mark Rickinson is an independent educational research consultant, who specialises in research and evaluation, research reviews and research training (www.markrickinson.co.uk). He is also a Research Fellow at Oxford University Department of Education and the Policy Studies Institute, London. Between 1999 and 2005, he was a Senior Research Officer at the National Foundation for Educational Research. He is a former Chair of the Ecological and Environmental Education Special Interest Group of the American Educational Research Association and a past Coordinator of the FERN Environmental Education Research Network.

Dr Cecilia Lundholm is a Research Fellow at Stockholm University Department of Education, where she is a member of the Research group on Conceptual Development (www.ped.su.se/rcd), and at the Stockholm Resilience Centre, Stockholm University (www.stockholmresilience.org). Lundholm's research interests concern communication and learning about environmental and sustainability issues in formal as well as non-formal contexts. Her projects focus on moral understanding, the understanding of natural and societal phenomena and their inter linkages, and the teaching and learning of interdisciplinary environmental education. She is engaged in the Swedish National Graduate School in Education and Sustainable Development (www.did.uu.se/gresd) funded by the Research Council's Committee on Educational Science.

Dr Nick Hopwood is a Research Fellow at Oxford University Department of Education, where he has spent several years engaged in researching issues to do with environmental and geographical education, values, and learners' conceptions. Initially working in secondary schools, he has more recently developed a parallel interest in graduate (particularly doctoral) education. He is a member of GEReCo (Geography Education Research Collective) and has worked with the Geographical Association on curriculum and practice development shaped by and around young people.