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Transformations of children's environmental conceptions through their participation in a school kitchen-garden project.
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- Author(s): Petrou, Stella; Korfiatis, Konstantinos
- Source:
Environmental Education Research. Apr2022, Vol. 28 Issue 4, p524-544. 21p. 4 Charts. - Source:
- Additional Information
- Subject Terms:
- Abstract: Environmental conceptions justify the way we understand the 'environment', as well as the way we connect with it. Therefore, it is important to study the way environmental conceptions are shaped, especially during the various experiences of childhood, which is the time that a person's identity is shaped. In the present study we focus on 8-9 years old children environmental conceptions and how they were affected by their participation in a school kitchen-garden project. Following a socio-constructivist approach, we asked from 24 children to construct three-dimensional (3 D) representations of the 'environment', using miniatures of biotic and abiotic elements (e.g. plants, animals, rocks), humans and human constructions and equipment (e.g. buildings, roads, bins). The analysis showed that aesthetic and "light" utilitarian perspectives were dominant in participants' conceptualizations, as well as a stewardship connection with nature. It also turned out to be that, for most of the participants, the participation in a school kitchen-garden project enhanced a more realistic and at the same time, more relational representation of the 'environment'. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Environmental Education Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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