What Environmental and Personal Factors Determine the Implementation Intensity of Nature-Based Education in Elementary and Lower-Secondary Schools?
| Autor: | Tadashi Kanai, Takahiro Yamanoi, Maldwyn J. Evans, Tomoyo F. Koyanagi, Masashi Soga, Kazuaki Tsuchiya |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
medicine.medical_specialty
Geography Planning and Development education Nature based TJ807-830 Management Monitoring Policy and Law TD194-195 Renewable energy sources extinction of experience Mathematics education medicine GE1-350 Disengagement theory Environmental degradation School education Environmental effects of industries and plants Renewable Energy Sustainability and the Environment business.industry Public health nature relatedness Questionnaire Science teachers Environmental sciences Environmental education environmental education biodiversity conservation business Psychology |
| Zdroj: | Sustainability, Vol 13, Iss 9663, p 9663 (2021) Sustainability Volume 13 Issue 17 |
| ISSN: | 2071-1050 |
| Popis: | As society becomes increasingly urbanized, children are becoming much less likely to experience nature. This progressive disengagement from the natural world, often termed the ‘extinction of experience’, has been viewed both as a key public health issue and one of the most fundamental obstacles to halting global environmental degradation. School education has an important role in mitigating and reversing the ongoing extinction of experience. Here, we examine the role of several factors that determine the implementation intensities of nature-based education by science teachers in the classrooms of both primary and secondary schools. We performed a large-scale questionnaire survey comprising 363 elementary and 259 lower-secondary schoolteachers. Several factors predicted the implementation intensity of nature-based education in schools. The most important predictor was teachers’ levels of nature-relatedness, with nature-orientated teachers being more likely to provide nature-based education in their classes. Levels of teachers’ ecological knowledge, frequency of childhood nature experiences, and greenness within the school were also positively associated with the implementation intensity of education. Our results suggest that, to promote nature-based education in schools, it is important to increase schoolteachers’ nature-relatedness and ecological knowledge, as well as to provide more green spaces within schools. |
| Databáze: | OpenAIRE |
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