How Important Is Future Teachers’ “Connectedness to Nature”? Adaptation and Validation of the Connectedness to Nature Scale

Anđić, Dunja; Šuperina, Lorena

doi:10.3390/educsci11050250

Cited by 9 publications

(6 citation statements)

References 30 publications

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“…Ecological identity is actually a concept of self-perception based on the recognition of one's connectedness and dependence on the natural world. The social and cultural context is significantly related to the development of ecological identity and proecological behaviors, as well as empathy (as part of ecological identity (Clayton, 2003), which is linked to teachers' personality traits and is especially important when it comes to love and care for the environment and living beings (construct of nature connectedness) (Anđić & Šuperina, 2021). Kretz (2014) highlights the development of an ecological selfhood as a central component of his own pedagogical approach.…”

Section: General Inclusive An Ecological Aspects Of Teachers' Profess...mentioning

confidence: 99%

Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).

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Section: General Inclusive An Ecological Aspects Of Teachers' Profess...mentioning

confidence: 99%

Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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“…Provjera valjanosti ...na uzorcima učenika, roditelja i učitelja Hrvatskoj i Sloveniji. Anđić i Šuperina (2021), primijenile su skalu na malom i prigodnom uzorku ispitanika koji su činili studenti koji tijekom studiranja slušaju kolegij povezan s tematikom okoliša i održivog razvoja, stoga je bilo očekivano da će njihov stupanj procjena biti veći, odnosno više aritmetičke sredine procjena povezanosti s prirodom. Jedan od zadataka studije bio je utvrditi postoji li povezanost između procjena povezanosti s prirodom i pohađanja kolegija.…”

Section: Konceptualni Okvir Radaunclassified

“…Skala povezanosti s prirodom (engl. Connectedness to Nature Scale -CNS) autora Mayer i Frantz (2004) validirana je i adaptirana na hrvatski jezik na uzorcima odraslih (Anđić i Hadela, 2021) i na uzorku studenata učiteljskog studija (Anđić i Šuperina, 2021). Revidirana skala "Povezanosti s prirodom" (RCNS) sadržavala je 10 čestica, umjesto originalne skale koja je sadržavala 14 čestica, od kojih su dvije čestice (4. i 10.)…”

Section: Mjerni Instrument I Obrada Podatakaunclassified

Kako mjeriti „povezanost s prirodom“? Provjera valjanosti i pouzdanosti skale Povezanost s prirodom na uzorcima učenika, roditelja i učitelja

Anđić

2023

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Previous research has confirmed the importance of measuring the level of connectedness to nature and its relationship to the development of positive emotions, pro-environmental attitudes, and behaviors towards nature. Research also suggests that connectedness to nature declines in adolescence and that family, teachers, and educational practice may be important factors in promoting significant development of connectedness to nature in school children. This paper presents research whose first objective was to examine the measurement indicators of validity and reliability of Mayer and Frantz’s (2004) “Connectedness to Nature Scale” in samples of Croatian and Slovenian schoolchildren, parents, and teachers, as well as the “Attitudes Toward the Environment Scale” in samples of schoolchildren. The second objective of the research was to examine the relationship between the level of connectedness to nature of pupils, teachers, and parents, pupils’ attitudes towards the environment, and their socio-demographic variables. The research sample consisted of a total of 1345 participants, pupils (N=762), their parents (N=568), and teachers (N=115) in primary schools in Croatia and Slovenia. The measurement indicators were determined for both scales in all three participant samples. Bivariate correlation analysis, non-parametric tests to determine differences between groups of participants, and multiple regression analysis were performed. Both scales yielded satisfactory measures of content validity and reliability. High arithmetic estimates for the degree of connectedness to nature were determined for all three samples. The results of the regression analysis indicate that the level of connectedness to nature of parents and teachers, as well as pupils’ attitudes towards the environment, help to explain pupils’ connectedness to nature, but also that the level of connectedness to nature “decreases” in relation to male gender and classroom teaching. The results of this study confirm previous research and have important implications, not only as a stimulus for future research, but also for future educational efforts in schools.

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“…Kompetensi kelestarian spesifik adalah kompetensi yang perlu dimiliki guru bagi membolehkan penerapan pengajaran ESD dilakukan dengan berkesan. Antara kompetensi kelestarian yang amat penting dan diperlukan guru ialah pemikiran sistemik (Anđić, 2020;Anđić & Šuperina, 2021;Ateskan & Lane, 2017;Barth et al, 2007;Brandt et al, 2019;Bürgener & Barth, 2017;Cebrián et al, 2019;Cebrián & Junyent, 2015;de Haan, 2010;Karaarslan & Teksöz, 2016;Ofei-Manu & Didham, 2018;Rauch & Steiner, 2013;Rieckmann, 2012;Rosenkränzer et al, 2017;Vare et al, 2019;Varga et al, 2007). Pemikiran sistemik adalah kemampuan guru menganalisis sesuatu fenomena ataupun konflik kelestarian yang berlaku secara holistik sebagai satu sistem menyeluruh yang kompleks (Rosenkränzer et al, 2017).…”

Section: Kompetensi Kelestarian Spesifik Guruunclassified

“…Jika guru kompeten dalam melakukan transformasi kendiri ini, mereka akan mampu menetapkan matlamat pengajaran yang tepat dan melaksanakan kaedah pedagogi yang menjurus kepada pembentukan jati diri pelajar yang lebih pro-kelestarian (Cebrián et al, 2019). Guru adalah suri teladan yang mampu menjadi inspirasi pelajar kerana tempoh waktu keberadaan pelajar yang lebih lama di sekolah berbanding di rumah (Anđić & Šuperina, 2021).…”

Section: Kompetensi Kelestarian Spesifik Guruunclassified

Sorotan literatur bersistematik terhadap kompetensi guru menerapkan konsep pendidikan untuk pembangunan lestari dalam pengajaran

Zain

Aiyub

2021

GEOGRAFIA

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Education for Sustainable Development (ESD) is an educational concept which is formulated to empower the global citizen in creating a sustainable future. Competent and skillfull teachers is one of the critical success factors which enable the integration of ESD concept in formal teaching in school. However, there is limited systematic literature review (SLR) done related to the teachers' ESD competencies. Hence, this systematic literature review is carried out to analyze the ESD competencies that teachers should have to enable them performing ESD teaching accordingly. This SLR is guided by ROSES (RepOrting standards for Systematic Evidence Syntheses) review protocol. All the articles reviewed were selected from two leading databases namely Web of Sciences and Scopus and supported by Google Scholar database. Based on the thematic analysis conducted, the findings of the review have been clustered into three main ESD competencies themes namely; teachers' ESD-professional competencies, teachers' ESD-intrapersonal competencies and teachers' specific sustainability competencies. The findings of this study offered significant contribution to the body of knowledge and practice. The findings help in formulating the strategies to enhance the teachers ESD competencies and open doors for further discourses on how the ESD competencies of the teachers can be reinforced.

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How Important Is Future Teachers’ “Connectedness to Nature”? Adaptation and Validation of the Connectedness to Nature Scale

Cited by 9 publications

References 30 publications

Education and New Developments 2023 – Volume 1

Education and New Developments 2023 – Volume 1

Kako mjeriti „povezanost s prirodom“? Provjera valjanosti i pouzdanosti skale Povezanost s prirodom na uzorcima učenika, roditelja i učitelja

Sorotan literatur bersistematik terhadap kompetensi guru menerapkan konsep pendidikan untuk pembangunan lestari dalam pengajaran

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