Many authors recognize the difficulties in evaluating and analysing the repercussions of the activities in Environmental Education, due to the various existing assesment processes, the comprehending character of the themes and objectives. If we use more quantitative assessment processes, requiring objetive responses, we may abdicate of elements that best characterize the Environmental Education. Therefore, we need adequate evaluation instruments. In this paper, we intend to point out the educational processes in Environmental Education, and the discussions about the assesment criteria for projects according to various specialists' views
Environmental Education; Evaluation; Science Teaching