Abstract
The aim of this study is to question how environmental issues are implemented in secondary school chemistry lessons in France. The literature review reveals how environmental issues have become central to the curricula since the early 2000’s, and how chemistry is involved in environmental education. However, our research identifies a lack of explanation about how to teach environmental issues as global warming in chemistry curriculum. Therefore, French secondary school chemistry teachers might not support environmental education. We conducted a questionary-based survey for chemistry teachers (N=56) about their teaching practices. The results show a range of different practices. A first group of teachers (N=26) agree with the official definition of environmental education and say they implement environmental issues in chemistry lessons. A second group (N=22) do not totally agree with the official definition of environmental education and say they don’t implement any environmental issue in chemistry lessons. Finally, a small group of teachers disagree with the official definition of environmental education and say they don’t implement any environmental issue in chemistry lessons (N=3).