Abstract
The article presents how Grounded Theory is used to perform qualitative research of environmental education in elementary schools. It contains an overview of the research results, namely - what forms an integral part of a well-performed environmental education of children (aged 6-12), and it presents a paradigm model of three important concepts: 1) outdoor teaching, 2) the positive aspects of breeding animals as a form of animal therapy and for developing competences and 3) a discussion concerning the high demands by teachers concerning the pupils’ konwledge of the relevant terminology supporting or suppressing the pupils’ environmental sensitivity.
In conclusion, a summary of the research is presented: although the conditions are unsuitable, it is necessary to try to increase the percentage of outdoor activities in education; there is a tendency to re-introduce keep animals as an activity to Czech schools; it is recommended to ignore unscientific names of species in environmental education classes.