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In this case, the first way is seen as the best, because it brings together environmental education with other disciplines in the classroom and integrates environmental education into the programs with all other subjects to create environmental ethic in the same line of how ethic and democracy were taught in a particular way [11]. However, for the situation in Turkish Cypriot community, there is not a discipline with the name of environmental education and by being realistic it is very difficult to integrate environmental education into the curricula of all other subjects. But, the same situation (having no environmental education discipline) can be accepted as a chance that the discipline would be newly prepared and well constructed. Therefore, first of all, it would be better to incorporate environmental education into the curricula as a different discipline (for Turkish Cypriot community) and then try to integrate it

For the question "how to present it to the students," the answer is difficult, because every teacher has his/her own unique way of teaching, but in terms of education way, the answer is easy presentation should aim to make the students love and protect their environment by teaching all the facts and relating children to nature as a source of wonder, joy and awe rather than books and words. For this reason, teachers should encourage students to discuss and make dialogs. Another important way is having the lessons outdoors. What is learnt inside the classroom about environmental education needs to be reinforced and supported by what happens outside the classroom. Sometimes even the classroom itself can be transferred to another location to enhance students' learning about environmental education. This manner of environmental education and integration can foster the development of a student's esthetic appreciation for the environment, which is an important step in the creation of environmental ethos. The teachers should create a relationship between the child and the environment. The discussion of the current environmental problems with young students may cause the children to be hopeless. In this case, if it is necessary to discuss environmental problems with the students, it would be very helpful to mention about the solution of the environmental problems and convince children that it is not very difficult to overcome such problems and "only

According to the "Environmental Education Policy for Schools" prepared by the NSW Department of Education and Training in 2001, the objectives of the curriculum should provide

1. Knowledge and understanding of the nature and the function of ecosystems and their interaction, how the environment is treated by people, the role of the community, politics and market forces in making environmental decisions, the principles to sustain ecological

2. Technical skills in environmental context, identify, assess and communicate environmental problems, solve environmental problems, develop behaviors and practice to protect

3. Values and attitudes to respect life, appreciate their cultural heritage and feel obliged to show effort for the environment by supporting long-term solutions to environmental

sustainability and job opportunities related to the environment.

the environment and evaluate their achievements.

into every subject.

192 Open and Equal Access for Learning in School Management

students with:

problems.

believing and starting the action is a problem."

Serife Gündüz and Mirati Erdoğuş\*

\*Address all correspondence to: miratierdogus@hotmail.com

Atatürk Faculty of Education, Near East University, Nicosia, North Cyprus
