D. G. Watts – författare

First published in 1969, Environmental Studies aims to fill up a major gap by surveying the ground for a structural theory of environmental studies for schools and colleges of education. This is not a handbook or manual of environmental studies but an exercise in curriculum development. It begins by examining the terminology and concepts employed in discussing environmental studies. The historical development of the idea is then traced and the relationship between environment and learning analysed. The conclusions reached from these inquiries are then used as a basis for outlining the aims and organisations of environmental studies courses, and practical application of such programmes is considered. Topical and lucid, this book is a must read for anyone interested to know the basics of environmental studies and also relevant for teachers and educationists.

First published in 1969, Environmental Studies aims to fill up a major gap by surveying the ground for a structural theory of environmental studies for schools and colleges of education. This is not a handbook or manual of environmental studies but an exercise in curriculum development. It begins by examining the terminology and concepts employed in discussing environmental studies. The historical development of the idea is then traced and the relationship between environment and learning analysed. The conclusions reached from these inquiries are then used as a basis for outlining the aims and organisations of environmental studies courses, and practical application of such programmes is considered. Topical and lucid, this book is a must read for anyone interested to know the basics of environmental studies and also relevant for teachers and educationists.

Originally published in 1972, this book is a systematic analysis of the objectives and methods of history teaching. The book considers the criticisms of the 1960s and 70s of history as a subject and the pressures for its replacement in the school curriculum. It examines the complex psychological background of learning history and suggests that historical understanding makes an important contribution to cognitive growth. It also stresses the important part played by historical material in the emotional and imaginative life of the child. Concluding with a discussion of practical classroom methods, the author proposes objectives and characteristic concepts of the subject which may be embodied in all levels of teaching.