Abstract        

This work examines whether presenting students for one month with graphic representations which record various substances in the atmosphere will have positive repercussions for the comprehension of different environmental problems, on the development of their vocabulary relating to the environment, and also on the development in the students of positive attitudes and sentiments towards the environment. Likert scales were used. It can be seen that students’ constant contact with graphic representations (for the period of more than a month that the research project lasted) helps them to develop all the above attributes.  It also seems that the teacher’s abilities play a significant role in the development of more positive sentiments and in the demonstration of personal actions for protection of the environment.

Keywords       Attitudes to environment. environment protection, graphic representations, personal actions, vocabulary development.