Pérez-López Raquel, Eugenio-Gozalbo Marcia, Zuazagoitia Daniel, Ruiz-González Aritz
Department of Research and Psychology in Education, School of Education, Complutense University of Madrid, Madrid, Spain.
Department of Experimental and Social Sciences, and Mathematics Education, Faculty of Education of Soria, University of Valladolid, Soria, Spain.
Front Psychol. 2020 Mar 10;11:282. doi: 10.3389/fpsyg.2020.00282. eCollection 2020.
Studies have shed light on the idea that people who have experiences in natural settings might be more aware of the environment. Learning gardens, as outdoor contexts, might contribute to the development of students' affective relations toward nature, pro-environmental attitudes, and protective actions; neverthless, these aspects begging to be explored. This preliminary research investigates the impact that the use of organic gardens to teach natural sciences at university has on kindergarten pre-service teachers' (KPST) connectedness to and conceptions of nature. The research follows a pre-/post-design and it uses a mixed methods approach. A total of 74 students completed four quantitative scales (INS, CCC, LCN, and NR-6), and 66 of them an open question about the concept of nature. After the garden experience, students scored higher in all the scales, nevertheless the change was significant only for INS and CCC. The phenomenographic analysis evidenced an initial predominant static and non-social concept of nature, biased toward the most obvious biological elements. After the garden-based learning experience, more informed conceptions of nature - including notions 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 regarding connectedness to nature and pro-environmental behaviors.
研究揭示了这样一种观点，即在自然环境中有过体验的人可能会更关注环境。作为户外环境的学习花园，可能有助于培养学生对自然的情感关系、环保态度和保护行动；然而，这些方面仍有待探索。这项初步研究调查了在大学中利用有机花园教授自然科学对幼儿园职前教师（KPST）与自然的联系以及自然观念的影响。该研究采用前后设计，并使用了混合方法。共有74名学生完成了四个定量量表（INS、CCC、LCN和NR - 6），其中66人回答了一个关于自然概念的开放性问题。经过花园体验后，学生在所有量表上的得分都更高，但变化仅在INS和CCC量表上显著。现象学分析表明，最初占主导地位的是静态且非社会性的自然概念，偏向于最明显的生物元素。经过基于花园的学习体验后，对自然更深入的理解——包括复杂性和系统性特征的概念——从7%增加到了19%；然而，统计比较并不显著。尽管没有得出结论性结果，但仍需要进一步研究来评估学习花园在与自然的联系和环保行为方面可能发挥的作用。
