RT info:eu-repo/semantics/article
T1 Organic Learning Gardens in Higher Education: Do They Improve Kindergarten Pre-service Teachers’ Connectedness to and Conception of Nature?
A1 Pérez López, Raquel
A1 Eugenio Gozalbo, Marcia
A1 Zuazagoitia Rey Baltar, Daniel
A1 Ruiz González, Aritz
K1 nature, organic learning gardens, environmental concerns, pre-service teachers, connectedness to nature, phenomenography
AB Studies have shed light on the idea that people who have experiences in natural settingsmight be more aware of the environment. Learning gardens, as outdoor contexts,might contribute to the development of students’ affective relations toward nature, proenvironmentalattitudes, and protective actions; neverthless, these aspects begging tobe explored. This preliminary research investigates the impact that the use of organicgardens to teach natural sciences at university has on kindergarten pre-service teachers’(KPST) connectedness to and conceptions of nature. The research follows a pre-/postdesignand it uses a mixed methods approach. A total of 74 students completed fourquantitative scales (INS, CCC, LCN, and NR-6), and 66 of them an open questionabout the concept of nature. After the garden experience, students scored higher inall the scales, nevertheless the change was significant only for INS and CCC. Thephenomenographic analysis evidenced an initial predominant static and non-socialconcept of nature, biased toward the most obvious biological elements. After thegarden-based learning experience, more informed conceptions of nature – includingnotions of complexity and systemic character – increased from 7 to 19%; however,statistical comparison was not significant. In spite of the absence of concluding results,further research is required to assess the role that learning gardens may play regardingconnectedness to nature and pro-environmental behaviors.
YR 2020
FD 2020
LK http://uvadoc.uva.es/handle/10324/41296
UL http://uvadoc.uva.es/handle/10324/41296
LA eng
NO Front. Psychol. 11:282
NO Producción Científica
DS UVaDOC
RD 22-dic-2024