Teaching and learning about solid waste: aspects of content knowledge

Abstract

This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school‐based meetings. We analyse elements of teachers' reflections whilst referring to three dimensions of environmental education: knowledge, values (ethic and aesthetic), and political participation. We identify which dimensions are predominant, or absent, and the aspects included and developed in projects elaborated by teachers. The results raise issues we consider important to support teacher education and curriculum programmes and help teachers develop more substantial, critical and effective projects about the subject.

Acknowledgments

Some of the ideas discussed in this article were presented at the annual meeting of the Brazilian Post‐Graduate Education Research Association (ANPED). We thank the anonymous referees and editor of Environmental Education Research for their comments, which substantially improved the article. We'd also like to thank and CNPq and CAPES, the two Brazilian financial agencies, for supporting the research.