Ali Akbar Farzaneh - Doctoral student of architecture, Islamic Azad University, Neishabur branch
Anahita Zendehdelan - Professor, Department of Architecture, Islamic Azad University, Neishabour Branch, Iran

In a situation where the issue of the environment and the problem of itsprotection is the main concern of the authorities and all the people of the earth,the country's schools as the body and the turning point of the issue, as it shouldand perhaps do not deal with the environmental issues that are affected by theenvironment and the related people with it is. In this study, the aim is toempirically describe the aspects of environmental literacy. And the analysis of thedetailed sources of school activities and other environmental education of studentssuitable with our investigations show that schools have a potential role inproviding and stabilizing students' environmental knowledge due to the nature ofanalysis. This collection guides the human being to conduct behaviors and instillvalues in him, which will lead to the institutionalization and strengthening of theculture of interaction with the elements, factors and living beings of thesurrounding environment. In other words, the human environment includeselements and components that each of these components can play a role as anelement in education, upbringing and upbringing. The ideal of universality is thebetter life of all living beings. Therefore, the issue of introducing a goodatmosphere and its characteristics has always been considered by educationreformers. The result of which is the stabilization and continuity of acomprehensive and universal process, whose direction and development is a steptowards the growth of a culture of responsibility, fruitful work and continuity inthe matter of basic and structured environmental literacy education. Meanwhile,nature school has a special and significant place as a physical element.

School of nature, environment, institutionalization, biological culture, child