The present experiment has employed three instructional models to examine the effects of those on the environmental education through watching the TV. 5th graders in Totutori served as experimental subjects. Experiments were constructed with two sessions. On the first session the children watched the TV program titled 'tropical rain forest' in their class room, and on the second they learned under one of 3 instructional models. Though in the type B of instruction was not contained any opportunity of taking role, students were experienced conflicts between the position of the environmental protection and the necessity of deforest. The type A of instrution which was induced the opportunity of taking role was designed to aiming at getting the value of environmental protection according to the TV producer's aim. The C type had some concrete oppotunity of taking role, of thinking about the deforest through the spot prople's eyes. In the C type of instruction Ss experienced conflicts between the TV program's aim and the spot people's position which asserted the necessity of deforest. The resultant findings were as follows. (1) Three instructions induced Ss to change their initial opinion concerning the problems of the tropical rain forest in forest in the first session, respectively. (2) The A and C type was found to contain the opportunity of taking role were superior than B type in respect to social perspective taking and make an opinion using them. (3) Though each of 3 instructions elicitted a lot of responses as to the tropical rain forest problem, their contents were different across those learning conditions. Many pupils under condition of the A type expressed "the afforestation of the forest" reflected on the TV program's aims. The B type's children offered the opinion of "the protection or afforestation of the forest." And subjects in the C type brought out good judgments prospected real life, that is "the planned felling," or the opinions of "protection." (4) The higher ability level of social perspective-taking was able to give Ss more different perspective and the instruction with the opportunity of role-taking was more effective to heighten children who had been at the lowest level of social perspective. Thus, we could conclude that the C type of instruction which was induced the active opportunity of taking role was most effective to environment education in comparison with the other 2 instruction.