Curriculum Planning Of The Environmental Education

Nowadays in the pedagogy the presence of multifactorial and synthetizing processes is most important by which students can effectively acquire lexical knowledge and theoretical mechanisms in the frame of field-, project and team work. By such activities not only the knowledge of the students is extended but their personalities and communities are also actively formed. The classical field of empirical-practical project experience is that of the environmental education providing several, diverse respectively interesting contents. Although Hungarian curricula are quite determined and less flexible, the range of optional activities out-of –the curricula seems to be wide- in case there is an active, agile and committed nature-loving pedagogue in the background. The role of these performer and catalyzing pedagogues may be considered as the most important but we can not disregard the fact that empirical professional programs should be provided to them as well. The aim of my present study is to demonstrate the complexity and international curriculum practices of environmental education in the theoretical part and to present – in the formal frame of curriculum planning- the main panels of the training of Nature study field guide in the methodical part.