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Teachers’ Perspectives on the Human-Nature Relationship: Implications for Environmental Education

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dc.contributor.authorAlmeida, António
dc.contributor.authorVasconcelos, Clara
dc.date.accessioned2020-03-30T08:49:01Z
dc.date.available2020-03-30T08:49:01Z
dc.date.issued2011
dc.description.abstractThis 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationAlmeida, 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-zpt_PT
dc.identifier.doi10.1007/s11165-011-9272-zpt_PT
dc.identifier.urihttp://hdl.handle.net/10400.21/11363
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSpringerpt_PT
dc.relation.publisherversionhttps://link.springer.com/article/10.1007/s11165-011-9272-zpt_PT
dc.subjectTeachers' enviromental perspectivespt_PT
dc.subjectAnthropocentrismpt_PT
dc.subjectBiocentrismpt_PT
dc.subjectEcocentrismpt_PT
dc.titleTeachers’ Perspectives on the Human-Nature Relationship: Implications for Environmental Educationpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage316pt_PT
oaire.citation.issue1pt_PT
oaire.citation.startPage299pt_PT
oaire.citation.titleResearch in Science Educationpt_PT
oaire.citation.volume43pt_PT
person.familyNameAlmeida
person.familyNameMaria da Silva de Vasconcelos
person.givenNameAntónio
person.givenNameClara
person.identifier.ciencia-idDB12-806E-BF8E
person.identifier.ciencia-id3313-76C3-8F08
person.identifier.orcid0000-0002-3594-1324
person.identifier.orcid0000-0002-4524-9788
rcaap.rightsclosedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication6a33f0b8-d318-464e-aa8e-8ae27d1cca79
relation.isAuthorOfPublication7dd22ad0-7e7b-4996-884e-f9bc8fd0f8eb
relation.isAuthorOfPublication.latestForDiscovery6a33f0b8-d318-464e-aa8e-8ae27d1cca79

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