There has been consensus about the importance of environment
as an object of study within school education. However, teachers are often
confronted with a large amount of contents to teach, with no clear definition of
how to incorporate it in their educational activity. This situation, together with
the lack of teacher training, tends to result in approaches to Environmental
Education (EA) that are too spontaneous. Therefore, the teachers’ own
conceptions (values, attitudes, opinions, knowledge…) play a determining role
in EA teaching and learning.