The present work has to do with the issue concerning the evaluation of an implemented Environmental Education (EE) program; consisting of different projects about « Aquaculture & Sea pollution in Greece». This paper also briefly presents the traditional relationship of capture fisheries with fish meal production and the impact on environment from the rapid aquaculture expansion. Further discussion is made on how the undergoing situation can keep pace with sustainable development of aquaculture. More specifically, it focuses in the case of fixing general criteria for the evaluation of implemented Environmental Education (EE) program. It is claimed that such a step may affect the sort of teaching material needed and furthermore it may affect the EE itself. This study suggests that formative evaluation of the implementation of an EE program can contribute in a substantial way in understanding the level of accomplishment of the teaching aims. Evaluation was conducted a year after the materialization of the Environmental Education (EE) program, aim to evaluate the new notional and cognitive condition of the students on the topic. The research was conducted with 24 students of the 3rd grade of the middle school education of Genadi town in Rhodes island. The program had purpose to informing and advising the students, and the topical society about the production of fishes, to fishes-pounds (aquacultures) and the consequences of this production to the environment. The children were separated in two teams (Bass & Gilthead) and each team dealt with separate subjects. This program is directed to young people up to 16 years old and it is aimed to enhance the environmental conscience, the wise use of our biological natural resources, as well as for the minimization of man and aquaculture impact to the sea environment. The perceptive target is the appreciation from the young people of the rational use of our biological natural resources and the role of aquaculture; as well as elimination of our sea wasting products for sustainability. The methodology we used in our study is : • Collection of topics for implemented Environmental Education (EE) programs, that had been carried out in the Prefecture of Dodecanisa, • Communication with the person in charge, of the implemented Environmental Education (EE) program; consisting of different projects about « Aquaculture & Sea pollution in Greece», • Visit in the school and meeting with the person in charge, so that the collaboration for the research is agreed, • Collection of data for the particular program and his concretisation, • Syntax of questionnaire, • Pilot completion of four questionnaires on the control of formulation and the degree of comprehension of questions, • Completion of the questionnaires, short explanation of questionnaire, collection of data, • Statistical analysis of the data, short explanation of this results. • Final Evaluation this Environmental Education (EE) program. After the completion of the evaluation of this Environmental Education (EE) program, new activities were developed especially for the accompanying teachers and can be carried out in the classroom and in the field. The planning of the activities has been made according to the EE objectives by using modern pedagogical methodologies, in order to achieve better results. Seven new activities are proposed for improving this project about « Aquaculture & Sea environment & pollution in Greece». This separate unit of the entire program is named « Aquaculture & Sea Environment and Sustainable development ». Further more, activities are proposed to be organized under interdisciplinary (- or even trans-disciplinary) principles. This project could be also useful to other Environmental Education Centers (EEC), Primary and Secondary Education Schools, governmental institutions, NGO’s youth camps and parents association.
