Celia Tidmarsh
Introduction
In this paper I wish to revisit the aims of my Masters dissertation (submitted in 1995), as I believe that they are even more pertinent to a number of issues and concerns raised by approaches to teaching and learning about the environment in schools today than they were when this dissertation was written. My aims were to examine the ways in which children see, interpret and engage with nature and to consider how closely (if at all) the adult and the child constructions fit with each other, particularly in relation to programmes of environmental education. In this paper I intend to return to my findings and to consider whether the heightened sense of environmental awareness in the public domain of today, and specifically the explicit focus on Education for Sustainable Development (ESD) recently introduced into the National Curriculum, connects (or not) with children's perceptions of nature that emerged from my research.
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