by Chi-kin John Lee. / Thesis (M.A.Ed)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 308-327. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / LIST OF ABBREVIATIONS --- p.v / LIST OF TABLES --- p.xi / LIST OF FIGURES --- p.xv / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Environmentalism and environmental education --- p.1 / Chapter 1.2 --- Geography curriculum and environmental education --- p.14 / Chapter 1.3 --- Background of the present study --- p.23 / Chapter 1.4 --- Literature Review --- p.25 / Chapter 1.4.1 --- Research on the relation of geography curricula to environmental education and geography teachers' perceptions of geographical objectives --- p.25 / Chapter 1.4.2 --- Research related to the HKCE geography curriculum --- p.28 / Chapter 1.4.3 --- Research and studies on effective geography teaching and teaching strategies for environmental education --- p.29 / Chapter 1.4.4 --- Research related to the implementation of environmental education in schools --- p.34 / Chapter 1.5 --- Statement of research questions and purpose of the study --- p.36 / Chapter CHAPTER 2 --- RESEARCH METHOD / Chapter 2.1 --- Introduction --- p.40 / Chapter 2.2 --- Questionnaire survey --- p.44 / Chapter 2.3 --- The New Environmental Paradigm Scale: a measure of individual environmental worldview --- p.50 / Chapter 2.4 --- Limitations of the study --- p.55 / Chapter CHAPTER 3 --- RELATION OF SOCIAL CHANGE TO THE DEVELOPMENT OF GEOGRAPHICAL EDUCATION WITH SPECIAL REFERENCE TO ENVIRONMENTAL EDUCATION IN HONG KONG AND ENGLAND / Chapter 3.1 --- Educational system and geographical education in Hong Kong and England --- p.57 / Chapter 3.2 --- Emergence of environmental consciousness and environmental protection --- p.60 / Chapter 3.3 --- Shift in geography paradigms and its influence upon curriculum development --- p.69 / Chapter 3.4 --- Competition from contending subject of environmental studies in England and Hong Kong --- p.83 / Chapter 3.5 --- Development of geographical education in England in the social and educational context since the post-war years --- p.88 / Chapter 3.6 --- Development of geographical education in Hong Kong in the social and educational context since the post-war years --- p.97 / Chapter 3.7 --- The role of public examinations --- p.103 / Chapter CHAPTER 4 --- ANALYSIS OF THE SENIOR SECONDARY GEOGRAPHY CURRICULA IN HONG KONG AND ENGLAND WITH REFERENCE TO ENVIRONMENTAL EDUCATION / Chapter 4.1 --- Senior secondary geography curricula in Hong Kong --- p.106 / Chapter 4.1.1 --- Major sources of influence: Curriculum Development Council and Hong Kong Examinations Authority --- p.106 / Chapter 4.1.2 --- Aims and objectives --- p.109 / Chapter 4.1.3 --- Man-land approach and studies of issues --- p.110 / Chapter 4.1.4 --- Assessment --- p.116 / Chapter 4.2 --- Senior secondary geography curricula in England --- p.118 / Chapter 4.2.1 --- Major sources of influence: National Criteria for GCSE examinations and HMI --- p.118 / Chapter 4.2.2 --- Aims and objectives --- p.121 / Chapter 4.2.3 --- Midland Examining Group Geography Syllabus D as an example of study --- p.125 / Chapter 4.2.4 --- Syllabus content --- p.126 / Chapter 4.2.5 --- Assessment objectives and coursework assessments --- p.129 / Chapter 4.3 --- Senior secondary school geography curricula in Hong Kong and England: a comparative analysis --- p.139 / Chapter 4.3.1 --- Introduction --- p.139 / Chapter 4.3.2 --- General aims and objectives --- p.140 / Chapter 4.3.3 --- Assessment objectives and scope of content --- p.143 / Chapter 4.3.4 --- Teaching strategies --- p.152 / Chapter 4.3.5 --- Other features --- p.153 / Chapter CHAPTER 5 --- GEOGRAPHY TEACHING IN HONG KONG AND ENGLAND AND ITS RELATION TO ENVIRONMENTAL EDUCATION / Chapter 5.1 --- Teachers' perceptions of the curriculum objectives --- p.166 / Chapter 5.2 --- Use of teaching resources --- p.169 / Chapter 5.3 --- Extent of environmental education in geography teaching and teaching environmental issues --- p.181 / Chapter 5.4 --- Activities related to environmental educat ion --- p.187 / Chapter 5.5 --- Perceptions of effective and desirable teaching strategies --- p.197 / Chapter 5.6 --- Problems encountered in implementing environmental education --- p.204 / Chapter 5.7 --- Environmental attitudes --- p.215 / Chapter 5.8 --- Relation between environmental attitudes and extent of environmental education --- p.222 / Chapter CHAPTER 6 --- CONCLUSION / Chapter 6.1 --- Summing up --- p.228 / Chapter 6.2 --- Looking ahead: limitations and possibilities --- p.235 / Chapter 6.3 --- Further discussion --- p.241 / Chapter 6.4 --- Suggestions for future investigations --- p.243 / NOTES --- p.245 / APPENDIX / Chapter A. --- Educational system and geographical education in Hong Kong and England --- p.247 / Chapter B. --- Questionnaire for the Hong Kong respondents --- p.259 / Chapter C. --- Questionnaire for the English respondents --- p.263 / Chapter D. --- GCSE Geography syllabuses: further examinations --- p.267 / Chapter E. --- Environmental emphases in selected GCSE Geography syllabuses --- p.287 / Chapter F. --- Use of textbooks for GCSE Geography courses in England and HKCE Geography courses in Hong Kong --- p.288 / Chapter G. --- Coursework item from an ESF school in Hong Kong --- p.290 / Chapter H. --- Coursework items from a secondary school in England --- p.294 / Chapter I. --- Fieldtrip assignment from a secondary school in Hong Kong --- p.297 / Chapter J. --- "Perceptions of teaching strategies for teaching the topics of pollution, urban environment, energy resources, population and physical environment (Jl-5)" --- p.299 / Chapter K. --- Different agenda for environmental education in senior secondary school geography curricula --- p.304 / BIBLIOGRAPHY --- p.308