Empowering students to act in an environmentally responsible manner is being increasingly touted as a central goal of formal environmental education. Acting in a responsible manner requires the development of environmental knowledge as well as positive attitudes and values towards the environment along with other attributes. While some guidance about how to plan and teach environmental education is available in curriculum and policy documents, teachers are often either unfamiliar with such documents and/or unaware of the theories and pedagogy of environmental education (Cutter-Mackenzie & Smith, 2003; Eames, Cowie, & Bolstad, 2008). This paper offers a definition of environmentally responsible behaviour and identifies the role that knowledge could play when environmentally responsible action is taken by students that could be useful for teachers.

Three different lenses are used to examine the knowledge developed by 11-12 year old students and their subsequent actions during engagement in an environmental education programme (n=22). The lenses consist of a cluster of types of knowledge developed by Jensen (2002), a framework for analysing understandings of sustainability and the type of actions taken (Jensen & Schnack, 1997; Kollmuss & Agyeman, 2002).

The results suggest that these students developed different types of knowledge that informed the actions taken and that their actions can be categorised as action competence. It is also suggested that these types of knowledge need to be taught explicitly. A three part model is then proposed that could assist students to learn about the nature of action, enabling them to work towards potential solutions for complex environmental issues.

This article describes an interpretive study that evaluated a new subject in teacher education called ‘Education for Sustainable Development’. The study evaluated the subject for its ability to prepare pre-service teachers for their roles as environmental educators. We used perspectives in place-based pedagogy and critical thinking to underpin the subject design and our analysis. Data sources include instructor journals, planning documents, interviews with students and student thinking books. Interpretive analysis of the data corpus was a collaborative process that involved both subject instructors and students who took the subject. Themes that emerged from the research were centred around: (1) how the students built connections between primary school education and environmental education; (2) how students developed action competence through the activities in the subject; (3) how students were challenged to think differently about themselves as educators; and, (4) how the subject design presented its own challenges for both instructors and students.