Note: Intro -- Foreword -- Acknowledgments -- Contents -- 1 Enhancing Environmental Education Through Nature-Based Solutions: An Introduction -- References -- Part I About Environmental Education -- 2 Training and Dissemination About the Environment: Keys to Impulse the Abiotic Component of Environmental Education -- Introduction -- Why is an Abiotic Approach Important in Environmental Education? -- Training of the Abiotic Component in Compulsory Education: Difficulties -- Deficit of Abiotic (Geological) Contents in Compulsory Education -- Non-specialized Teachers without an Adequate Training -- Textbooks with Classical Contents -- Strategies for Improving the Integration of Abiotic Approaches in Compulsory Education -- Vindication of Earth Sciences and Geology in Curricula -- Training for Teachers -- New Strategies for Education -- Field Activities: The Best Educational Strategy -- Educational Programs, Projects and Activities -- How to Promote Environmental Education Experiences Using Geological Resources. The Experience of Spain -- Local Setting, a Powerful Tool for Environmental Education -- Conclusion -- References -- 3 Educating to Deliver Environmentally Focused Social Innovation -- Introduction -- Environmentally Focused Social Innovation Education: The Context -- Social Innovation and Social Enterprise -- Environmentally Focused Social Innovation -- Social Innovation and Sustainability Education -- Methodological Approach -- Design, Approach and Analysis -- Case-Study Overview -- Understanding Hybrid Approaches to Environmentally Focused Social Innovation Education -- Community Engagement -- Sustainability Education -- Hybrid Opportunities -- A Model for Environmentally Focused Social Innovation Education -- Limitations and Further Research -- References -- 4 Environmental Education for Sustainable Development: Working for Fundamental Rights. , Introduction -- SDGs and Fundamental Rights-the Need for a Paradigm Shift -- Educational Proposals -- From Theory to Practice -- Environmental Education for Sustainable Development: Teaching Geo-Ethics -- Changing the Economic Growth Paradigm -- Conclusions -- References -- 5 Nature as a Teaching Resource and the Nature of Learning -- Introduction -- The Nature of Learning and the Essentialist Paradigm -- Environmental Education, Nature and the Earth Systems Approach -- The Outdoors as the Nature-Based Solutions for Environmental Education -- Conclusions -- References -- Part II Environmental Education and its Teaching -- 6 The Importance of Nature-Based Solutions to Enhance Cabo Verde's Environment -- Introduction -- Nature-Based Solutions for Food Security -- Food Security Through Terrestrial Ecosystems -- Food Security Through Coastal and Marine Ecosystems -- Nature-Based Solutions for Environmental Degradation and Biodiversity Loss -- Overcoming Environmental Degradation and Biodiversity Loss in Terrestrial Ecosystems -- Overcoming Environmental Degradation and Biodiversity Loss in Coastal and Marine Ecosystems -- Nature-Based Solutions for Water Security -- Conclusion -- References -- 7 Development of Scientific Literacy and the Impact of Environmental Attitudes of Citizens in a Geological Natural Space -- Introduction -- Research Problem -- Pedestrian Route -- Methodology -- Method and Techniques -- Sample -- Procedure -- Results and Discussion -- Questionnaire A -- Questionnaire B -- Naturalist Observation -- Conclusion -- References -- 8 A Problem-Based Learning Approach to Environmental Education Through a Field Trip and a Science Centre Visit -- Introduction -- Methodology -- Sample -- PBL Process -- PBL Scenario 1-Science Centre Visit -- PBL Scenario 2-Field Trip -- Instrument -- Results and Discussion. , Scenario 1 Analysis: Teacher's Guide -- Scenario 2 Analysis: Game for Environmental Education -- PBL Plan Validation -- Conclusion -- References -- 9 Living Labs in Higher Education: Sustainable Buildings Technologies -- Introduction -- Sustainable Construction -- The Role of Universities -- Living Labs at Universities -- Tabique as a Case Study of Sustainable Construction -- References -- 10 What is Latin America Doing Regarding the Research and Teaching of Nature-Based Solutions (NbS) to Boost Environmental Education? -- Introduction -- Material and Methods -- Bibliometric Analysis -- Information from Latin America Investigation Groups -- Description of Different NbS -- General Overview of NbS -- NbS Use in Latin America -- Case Studies of NbS Application in Latin America -- Perspectives of NbS Application in Environmental Education -- Conclusions -- References -- 11 Lessons Learned from Introducing Aquaponics to Higher Education Curricula -- Introduction -- Aquaponics as a Nature-Based Solution (NBS) -- Aquaponics as an Educational Tool -- Aqu@teach: The Aquaponics Curriculum -- Curriculum Design -- Curriculum Evaluation -- Discussion -- Aqu@teach: The Experiment -- Experiment Design -- Experiment Evaluation -- Discussion -- Aqu@teach: The Summer School -- Summer School Curriculum -- Summer School Evaluation -- Discussion -- Conclusions -- References -- 12 Recommendations for Promoting Environmental Education Through Nature-Based Solutions (NBS) Perspective at Turkish Higher Education Institutes -- Introduction -- The Main Concepts of EE -- The Framework of NBS -- Recommendations for Promoting EE Through NBS at Turkish Higher Education Institutes -- The Structure of the Turkish Higher Education Institutes -- What Are the Ways to Improve EE Through NBS Perspective at Turkish Higher Education Institutes -- Challenges and Opportunities -- Conclusion. , References -- Part III Environmental Education and Social Engagement -- 13 Bees and Society: Native Biodiversity as a Strategy for Environmental Education Based on the Processes of Nature -- Introduction -- Methodological Approach -- Bees in Environmental Education: Native Biodiversity in the Approximation to Nature -- Interpretative Trail and Meliponary in Urban Parks and Conservation Units -- Educative Meliponary on the Campus of the Escola de Artes Ciências e Humanidades, Universidade de São Paulo, SP, Brazil -- Bees and Insects in Resin: Observation and Comparison between Insect Species -- Final Considerations -- References -- 14 A Natural Park Visitors' Knowledge, Attitudes and Behaviours About Sustainable Development -- Introduction -- Methodology -- Sample -- Instrument -- Results and Discussion -- Follow-Up Study of the Scale -- Statistically Analysis -- Conclusion -- References -- 15 Start Park Project: Co-designing Green-Blue Infrastructures to Build Resilient Communities to Climate Change -- Introduction -- Start Park Process -- The Co-Design Green-blue Infrastructures of Prato and Lucca -- Replication Tools -- Pre-Feasibility Technical Proposal -- Evaluating the Impact: The Start Park Factor -- The Educational Value of the SP Process -- Conclusions -- References -- 16 Societal Embedding in Geoparks: A Case Study in Portugal -- Introduction -- Geoparks -- Concepts and Examples -- Public Engagement in Geoparks Proposals -- Types of Public Engagement -- The Aspiring Geopark of Figueira da Foz-Portugal -- Methodology -- Research Plan -- The Research Instruments -- Sample -- Results and Discussion -- Issue 1: What Engagement Initiatives Have the Most Participation? -- Issue 2: Did the Initiatives Undertaken Promote the Engagement of the Inhabitants of Figueira da Foz in the Application of Their Region to Become a UNESCO Global Geopark?. , Conclusion -- References -- 17 Environmental Education in Naturtejo UNESCO Global Geopark (Portugal): A Nature-Based Approach -- Introduction -- The Role of UNESCO Global Geoparks in Promoting Geosciences Education for Sustainability -- The Educational Strategy of Naturtejo UGGp-"Geonaturescola" -- The Geopark's Educative Service -- Educational Resources of Naturtejo UGGp -- Types of Educative Programmes -- Promotion and Evaluation of Educational Programmes -- Final Considerations -- References -- Part IV Environmental Education and Nature-Based Solutions -- 18 Green Roof and Walls Technology Standardization and Market Across Europe -- Introduction -- State of the Art and Standardization -- History of Greening Building -- State of the Art Technologies -- Standardizations -- Innovation and Vision -- Green Roof and Wall Markets -- Green Roof and Wall Market in the Czech Republic -- Green Roof and Wall Market in Germany -- Green Roof and Wall Market in Austria -- Conclusion -- References -- 19 How Nature-Based Solutions Can Contribute to Enhance Circularity in Cities -- Introduction -- Environmental Education Materials Related to NBS -- Examples for Environmental Education Activities for Main Stakeholder Groups -- Pupils and Students -- Professionals -- General Public -- Online Platforms for Knowledge Sharing -- Conclusions -- References -- 20 Nature-Based Solutions to Promote Environmental Education on Integral Ecological Sanitation -- Introduction -- Nature-Based Solutions to Promote Integral Ecological Sanitation -- Dry or Low-Flow Toilets with Reused and/or Rainwater -- Floating Islands with Vegetation/Constructed Wetlands -- Environmental Education on Integral Ecological Sanitation -- Structuring Actions (of Education, Participation and Social Mobilization). , Structural Actions (Practical Activities Carried Out in Pilot Units, of a Demonstrative Character).

Note: Intro -- Preface -- Contents -- Introduction -- Part I -- Chapter 1: Fostering Deep Understanding Through the Use of Geoscience Investigations, Models and Thought Experiments: The Earth Science Education Unit and Earthlearningidea Experiences -- 1.1 Deep Understanding -- 1.2 Initiatives to Foster Deep Understanding in Geoscience Education -- 1.2.1 ESTA's 'Science of the Earth' -- 1.2.2 The Earth Science Education Unit (ESEU) -- 1.2.3 The Earthlearningidea Initiative -- 1.3 Analysis of Geoscience Teaching Activities: Strategy Used -- 1.4 Analysis of Geoscience Teaching Activities: Results and Exemplars -- 1.4.1 Basic Skills Exemplar -- 1.4.2 Observation Exemplar -- 1.4.3 Illustration Exemplar -- 1.4.4 Investigation Exemplar -- 1.4.5 Physical Model Exemplar -- 1.4.6 Diagrammatic Model Exemplar -- 1.4.7 Thought Experiment Exemplar -- 1.5 Discussion -- 1.6 Conclusion -- References -- Chapter 2: Models in Geoscience Classes: How Can Teachers Use Them? -- 2.1 Models in Science -- 2.1.1 Geoscientific Models -- 2.2 Models in Science Education -- 2.3 Intervention Programme: Scientific Models, Modelling and Nature of Science in Science Teaching -- 2.3.1 Class 1: Scientific Models and the Development of Scientific Knowledge -- 2.3.2 Class 2: Models and Modelling in Science Teaching -- 2.3.3 Class 3: Historical Models and Nature of Science in Science Teaching -- 2.3.4 Class 4: Models, Modelling, Analogies and Nature of Science -- 2.3.5 Class 5: Models, Modelling, Analogies and Nature of Science - Lesson Planning -- 2.4 General Results -- 2.5 Final Remarks -- References -- Chapter 3: Simulating an Earthquake and Its Effects on Soils and Buildings: A Practical Activity to Disseminate Geosciences and Its Evaluation -- 3.1 Introduction -- 3.1.1 Communication of Science vs Dissemination of Science. , 3.1.2 The Importance of Mental Models and Model-Based Learning in Geosciences Education -- 3.1.3 Faculty of Sciences' Open Days to Schools: A Practical Activity to Disseminate Geosciences -- 3.2 Methodology -- 3.3 Results and Discussion -- 3.4 Conclusions -- References -- Part II -- Chapter 4: Earth Systems Education and the Development of Environmental Insight -- 4.1 Introduction -- 4.2 Methodology -- 4.3 Results and Discussion -- 4.3.1 Outcomes and Discussion of the High School Students (Study 1) -- 4.3.2 Outcomes and Discussion of the Adults (Study 2) -- 4.4 Summary -- References -- Chapter 5: Field Classes for Geosciences Education: Teachers' Concepts and Practices -- 5.1 Introduction -- 5.2 Methodology -- 5.2.1 Instrument -- 5.2.2 Sample -- 5.3 Results -- 5.3.1 Analysis of Closed-Answer Items in the QIFA -- 5.3.2 Analysis of the QIFA Open-Answer Question -- 5.4 Discussion -- 5.5 Conclusions -- References -- Chapter 6: The Importance of Geology as a Contribution to the Awareness of the Cultural Heritage as an Educational Resource -- 6.1 Introduction -- 6.2 The Role of Natural Stone Built Heritage in Geoscience Education and Public Awareness -- 6.3 Stone Decay in Portuguese Monuments -- 6.4 Leça do Balio Monastery: Teaching and Learning Geology in an Urban Setting -- 6.4.1 Geographical Localization and History -- 6.4.2 Geomorphology and Climate -- 6.4.3 Local Geology, Lithology and Stone Decay Study Methodology in Leça do Balio Monastery -- 6.4.4 Manual of Activities -- 6.5 Conclusion -- References -- Chapter 7: Exploring Rocks and Minerals: An Experience of Integrated Educational Approach -- 7.1 Introduction -- 7.2 Teacher Training Programme "Integrated Practices of Formal and Non-formal Science Education" -- 7.2.1 Structure and Organisation -- 7.2.2 Themes -- 7.2.3 Description of the Training Sessions -- 7.3 Methodological Procedures Adopted. , 7.3.1 Assessment of the Effects of the Teacher Training Programme in the Professional Development of the In-Service Teachers -- 7.3.2 Assessment of In-Service Teachers' Practices (Before and After the Teacher Training Programme) Concerning the Theme "Rocks and Minerals" -- 7.3.3 Assessment of the Proposed Didactic Approach on "Rocks and Minerals" for the Primary School Level -- 7.3.4 Assessment of the In-Service Teacher Training Programme Strategy -- 7.4 Data Analysis and Presentation of Results -- 7.4.1 Assessment of the Effects of the Training Programme on In-Service Teachers' Professional Development -- 7.4.2 Assessment of In-Service Teachers' Practices (Before and After the Teacher Training Programme) Concerning the Theme "Rocks and Minerals" -- 7.4.2.1 In-Service Teachers' Practices Before the Training Programme -- 7.4.2.2 In-Service Teachers' Practices After the Teacher Training Programme -- 7.4.3 Assessment of the Proposed Didactic Approach on "Rocks and Minerals" for the Primary School Level -- 7.4.4 Assessment of the In-Service Teacher Training Strategy -- 7.5 Conclusions -- References -- Chapter 8: Fossils, Smartphones, Geodiversity, Internet, and Outdoor Activities: A Technological Geoeducational Bundle -- 8.1 Introduction: We Live in an Urban and Technological World -- 8.2 QR Codes, Cobbled Pavements, and Urban Geodiversity -- 8.2.1 Traditional Stone Pavements and QR Codes -- 8.2.2 Geodiversity, Fossils, and QR Codes -- 8.2.3 QR Codes and Urban Geodiversity Go Both Ways -- 8.3 Websites, Urban Trails, and Geodiversity -- 8.3.1 Websites and the "Fossils Just Around the Corner" Trails -- 8.3.2 Geodiversity in the Campus of the Faculty of Sciences, Lisbon -- 8.3.3 Going One Step Further: The Cloud of Geospots -- 8.4 GPS-Capable Devices, Field Trips, Geocaching, and EarthCaching. , 8.4.1 Geoawareness and EarthCaching in the Cape Espichel Area (Portugal) -- 8.4.2 Geoeducational EarthCaching in the Lepe Region (Spain) -- 8.5 Share Geodiversity, Share Nature, with Geotagging! -- 8.5.1 Geotagging in Educational and Recreational Settings -- 8.5.2 Cities and Technology: Geotagging Urban Fossils -- 8.6 Conclusion: The "Geoeducational Bundle" -- References -- Part III -- Chapter 9: An Interdisciplinary Approach to Teach Geoscience -- 9.1 Introduction -- 9.2 Constructing and Analyzing the Lithophone -- 9.3 Spectral Analysis of the Sound -- 9.4 Conclusions -- References -- Chapter 10: Textbooks: A Tool to Support Geosciences Learning -- 10.1 Introduction -- 10.1.1 Textbooks for Earth Science Education -- 10.1.2 A Tool to Support Learning, Its Role in the School Environment -- 10.1.3 Common and Specific Features -- 10.1.4 Natural Sciences or Biology and Geology: An Usual Marriage of Convenience -- 10.2 Overview of the Textbooks from Brazil, Spain, Italy, and Portugal -- 10.2.1 The Publishing Process: Factors, Phases, and Agents -- 10.2.2 Analysis of Earth Science Textbook Content -- 10.2.3 Illustrations in Geoscience Textbooks in Brazil, Spain, Italy, and Portugal -- 10.2.4 Analysis of Illustrations in the Context of Planet Earth's Internal Dynamics -- 10.2.5 New Formats -- 10.3 Solving FAQ on Geoscience Textbooks -- 10.3.1 How Important Is the Textbook? -- 10.3.2 How Do I Make or Choose the Best Geology Textbook? -- 10.3.3 Why Do Textbooks Change so Often? -- 10.3.4 Should We Study the Book or Study with the Book? -- 10.3.5 And What if I Have not Studied Geology? -- 10.3.6 Books on Paper or Digital Books? -- 10.3.7 Can You Study Without a Book? -- References -- Chapter 11: Promoting Science-Technology-Society/Critical Thinking Orientation in Basic Education -- 11.1 Introduction -- 11.2 Theoretical Framework -- 11.3 Methodology. , 11.4 Results -- 11.5 Conclusions -- References -- Chapter 12: Geomedicine and History of Science: A Contribution to Scientific Culture -- 12.1 Introduction -- 12.2 Historical Aspects of Geomedicine -- 12.3 Amato Lusitano and the Mineral World -- 12.3.1 Description of Some Mineral Substances and Their Use -- 12.4 Conclusions -- References -- Chapter 13: Education and Geoethics: Three Fictional Life Stories -- 13.1 Geoethics: Meaning, Significance and Scope -- 13.2 Three Fictional Life Stories -- 13.2.1 Introduction -- 13.2.2 The Life of Rilka: Country A (Very High Human Development) -- 13.2.3 The Life of Liy: Country B (Medium Human Development) -- 13.2.4 The Life of Zeviche: Country C (Low Human Development) -- 13.2.4.1 Geoethics and Geoscience Education -- References.