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Advisor(s)
Abstract(s)
This study based on a theoretical framework of three main environmental
perspectives in the human-nature relationship (anthropocentrism, biocentrism and ecocentrism),
aimed to identify their incidence in teachers involved with environmental projects when
confronted with diverse environmental issues. 60 teachers drawn from four school cycles in
Portugal (crèche; 1st cycle, 6–9 years old; 2nd cycle, 10–11 years old; 3rd cycle and Secondary
school, 12–17 years old) were interviewed and divided into two groups: generalist teachers
(crèche and 1st cycle) and specialists in different subjects (2nd and 3rd cycles and secondary).
The results showed a higher occurrence of biocentric perceptions in all teachers (more
significantly in those from the 1st group). Comparatively, the teachers from the 2nd group
showed more ecocentric perceptions. These differences can be explained by the models of
teacher education (initial and inservice) and by the influence of the specific characteristics of the
cycles in question. In contrast, the teachers' environmental projects were mostly centred on
sustainable use of resources, which inevitably favours anthropocentric arguments. The results
allow us to conclude that different environmental approaches are possible, especially if
teachers are aware of the importance of dealing with more controversial environmental issues.
Description
Keywords
Teachers' enviromental perspectives Anthropocentrism Biocentrism Ecocentrism
Citation
Almeida, A., Vasconcelos, C. Teachers’ Perspectives on the Human-Nature Relationship: Implications for Environmental Education. Res Sci Educ 43, 299–316 (2013). https://doi.org/10.1007/s11165-011-9272-z