الفهرس 
المقدمــــــــــــــــةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The global awareness of environmental problem began in the first conference of environment which has been organized in Stockholm in the year 1972 followed by Rio de Janeiro conference in Brazil in the summer of 1992. These conferences focused on environmental education especially in early ages. Environmental education helps in creating citizens having the required awareness and attention of environment and its related problems, and having also knowledge, attitudes, motivations, commitments and skills for working individually or in groups to find solutions for the existing problems and prevent the occurrence of new problems. Therefore, the current study aimed mainly at identifying the role of Environment and Population Specialists (EPS’s) in developing the environmental awareness of basic education students. To achieve this objective, the following sub-objectives were formulated: Analyzing the content of environmental education of basic education stage (grade primary six and grade preparatory three). Identifying the current situation of environmental awareness dimensions of basic education students sample concerning their environmental knowledge, attitudes and practices. Identifying the role of Environment and Population Specialists (EPS’s) and Environmental Education Teachers (EET’s) and their effectiveness in achieving their roles related to environmental awareness of basic education students sample. dentifying the problems that face EPS’s and EET’s in achieving their roles related to environmental awareness of basic education students sample. Dakahlia governorate was selected for carrying out the field studies as its the residence of the researcher and for saving time, effort and money and at the same time maintaining the practical study’s community determinants. Three districts were selected to represent the different geographical areas of the governorate. Therefore, Meet Ghamr, Sherbin, and EL-Mansoura districts were selected to represent north, middle and south of the governorate. A systematic random sample of 48 schools was selected including 28 EPS’s, 288 students and 240 teachers. Data were collected during the period from March 2010 till May 2010 by using personal interview questionnaire. Three questionnaires were designed for EPS’s, students and teachers. In addition, a school observation guide was designed. Frequencies, percentages, relative weight and critical ratio were used to analyze data statistically and to extract the study findings. The study reached a number of important findings which can be summarized The relative importance of environmental fields and topics which have been toughed in the curriculums: Concerning the concept of environment and its main components: the topics of natural resources and its importance, its effect on human life, and its wise use came as the most frequent topics. Concerning the concept of environmental system: the topics of environmental system concept and the diversity of environmental systems came as the most frequent topics. Concerning the concept of population and environmental system: the topics of family concept, population structure and composition and population growth determinants came as the most frequent topics. Concerning the environmental balance: the topics of human effect on resources came as the most frequent topic. Concerning the environmental pollution: the topics of moral pollution (its reasons, symptoms, and means of fighting) came as the most frequent topic. Concerning the environment conservation: the topics of environmental rights and duties, and national legislation related to environment came as the most frequent topic . EPS’s and EET’s performance effectiveness of their roles and the obstacles and suggestions of activating these roles: The study findings revealed that 62.5% of sample EPS’s have a weak knowledge level of their job tasks, and 10.4% of them have a high knowledge level of their described job tasks. The study findings indicated that the main job duties and responsibilities of sample EPS’s are to maintain environment and its cleanness, organize monthly meetings and workshops with students, inform students with the concept of environmental education etc. The results indicated also that the main sources of sample EPS’s in performing their jobs were information, posters and books from Ministry of Education. Furthermore, hanging of environmental posters, interviews in school radio, cleaning and beatifying the class, and posters came as the main used methods for delivering environmental information to students. Concerning primary and preparatory stages, the objectives of supplying students with broader understand of environment and forming suitable attitudes to participate in solving environmental problems, and supplying students with the necessary skills to solve environmental problems have the first three ranks concerning their level of achievement.Avian flu was the main problem in which the school activity focused during the last school year (2010). Dialogue and discussion during workshops was the main tool for monitoring sample EPS’s performance. The study findings revealed that 48.75% of sample EET’s have a weak knowledge level of their job tasks, and 17.5% of them have a high knowledge level of their described job tasks. Teaching was the main method used to deliver environmental information to students by 26.7% of sample EET’s in primary stage and 33.3% of sample EET’s in preparatory stage.