了解奥地利中学生与自然的联系

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Petra Bezeljak, G. Torkar, A. Möller
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引用次数: 2

摘要

培养亲环境行为以实现可持续社会是全球可持续发展教育的目标之一。与自然的联系与亲环境行为呈正相关,因此需要详细研究。在这个混合方法的研究中,我们应用“自然融入自我”(INS)量表,调查了1)城市中学(n = 651,六年级)的学龄前儿童与自然的联系有多紧密,2)学校类型(普通或学术轨道)或3)户外活动的时间是否影响学生与自然的联系。我们还探讨了4)学生选择特定INS级别的原因,以及5)原因和级别如何相互联系。数据显示,学生报告的自然联系与学校类型有显著差异,感觉与自然联系的原因是多种多样的。对自然的积极态度和情感加上在户外度过的时间似乎预示着与自然的高度联系,这表明直接的自然体验的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding Austrian middle school students’ connectedness with nature
Abstract Fostering pro-environmental behavior to achieve a sustainable society is one goal of Education for Sustainable Development worldwide. Connectedness with nature positively correlates with pro-environmental behavior and therefore needs to be studied in detail. In this mixed-method study, applying the “Inclusion of Nature in Self” (INS)-scale, we investigated 1) how closely preadolescents from urban middle schools (n = 651, 6th grade) are connected with nature, 2) whether the type of school (general or academic track) or 3) the time spent outdoors influences students’ connectedness with nature. We also explored 4) students’ reasons for their specific INS level and 5) how reasons and levels interconnect. Data show that students’ reported nature connectedness differs significantly with school type and that the reasons for feeling connected to nature are diverse. Positive attitudes and emotions toward nature plus time spent outdoors seem to predict high connectedness with nature, indicating the importance of direct nature experiences.
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来源期刊
CiteScore
6.20
自引率
12.90%
发文量
26
期刊介绍: Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.
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