‘Love honey, hate honey bees’: reviving biophilia of elementary school students through environmental education program

Cho, Yoori; Lee, Dowon

doi:10.1080/13504622.2017.1279277

Cited by 73 publications

(48 citation statements)

References 55 publications

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“…Indeed, their graphical expression is closely linked to their thoughts and feelings [10,11,32] and that is the reason why studying their depictions is considered to be a valuable procedure to better understand their conceptual development [9,21,33].…”

Section: Discussionmentioning

confidence: 99%

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A Study on the Spontaneous Representation of Animals in Young Children’s Drawings of Plant Life

et al. 2018

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Previous research indicates that complex biological concepts may be successfully introduced in preschool age, provided that suitable educational interventions are designed for the initial stages of education. In this regard, there is evidence that a basic understanding of the issue of the ecological interactions among organisms may be achieved in the preschool years. With this in mind, this research project tests the assumption that recognising the fact that plants and animals are not isolated creatures, but live engaged in constant interactions in nature, may begin to be understood in early education. To that end, this study examines the content of free drawings that a sample of 328 children aged four to seven years of age, undertook when explaining their understanding of plant life. Data regarding the type and frequency of the depictions of animals found in the children's graphic explanations on flora is collected and read in conjunction with participants' gender and academic level. The results show that a substantial proportion of the children in the sample spontaneously drew illustrations of animals in their graphic explanations concerning vegetable life and, more significantly, some pictures show plants and animals engaged in clear contact. This is the case, despite the fact that the drawing activity had been focused solely on the issue of plant life and no indication linked to depicting other kinds of living things mentioned during the activity. The conclusions discuss the data collected in connection with the growing number of research projects that study the question of how young children begin to embrace the fundamental biological concepts that pave the way to the understanding of natural phenomena and make the public capable of making responsible choices when it comes to sustainability issues.

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Section: Discussionmentioning

confidence: 99%

“…On this issue, art-based procedures are distinguished by their effectiveness when it comes to looking into young children's development and their learning process, also in the specific field of the comprehension of natural phenomena [9].…”

Section: Introductionmentioning

confidence: 99%

A Study on the Spontaneous Representation of Animals in Young Children’s Drawings of Plant Life

et al. 2018

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“…Most programs that produce significant quantitative gains in nature connection last several days. In different studies, extended time meant 3–5days of immersion in residential field sites (Braun & Dierkes, 2017; Hinds & O'Malley, 2019; Liefländer et al., 2013; Mullenbach, Andrejewski, & Mowen, 2019; Stern, Powell, & Ardoin, 2008; Talebpour, Busk, Heimlich, & Ardoin, 2020), 4 days to 2 weeks enrolled in nature‐based camps or wilderness expeditions (Barton, Bragg, Pretty, Roberts, & Wood, 2016; Collado et al., 2013; Ernst & Theimer, 2011; San Jose & Nelson, 2017), 4 weeks of nature play and learning in a preschool (Yilmaz, Çig, & Yilmaz‐Bolat, 2020), repeated field trips to natural areas (Ernst & Theimer, 2011) and school curricula that last several weeks and include hands‐on nature experiences (Cho & Lee, 2018; Harvey et al., 2020; Sheldrake et al., 2019). But even programs that involved only a day of classroom lessons about forests combined with activities in a forest (Kossack & Bogner, 2012), a few hours of forest exploration (Dopko, Capaldi, & Zelenski, 2019; Schneider & Schaal, 2018) or trips to natural areas or a natural history museum (Bruni, Ballew, Winter, & Omoto, 2018; Crawford et al., 2017; Sheldrake et al., 2019) resulted in immediate significant gains in nature connection scores.…”

Section: Integrating Research On Nature Connection and Coping With Enmentioning

confidence: 99%

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

2020

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Within a generation, children's lives have largely moved indoors, with the loss of free‐ranging exploration of the nearby natural world, even as research indicates that direct experiences of nature in childhood contribute to care for nature across the life span. In response, many conservation organizations advocate connecting children with nature, and there has been rising interest in measuring young people's connectedness with nature, understanding how it relates to their well‐being and stewardship behaviour and creating programs to increase connection. This article reviews the literature on these topics, covering both quantitative and qualitative studies. It notes that this research emphasizes positive experiences and emotions, even as global environmental changes and biodiversity loss accelerate. Young people's emotions of worry, frustration and sadness as they learn about environmental degradation also express their understanding that they are connected to the biosphere. Therefore this review includes research on how young people cope with information about large‐scale environmental problems, and it identifies practices to sustain hope. The review concludes by suggesting how research on connection with nature and coping with environmental change can benefit from integration. A free Plain Language Summary can be found within the Supporting Information of this article.

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“…The evidence and benefits of a love of nature through biophilia theory have been demonstrated through much research in environmental education (e.g., Bai, Elza, Kovacs, & Romanycia, 2010;Cho & Lee, 2017;Hensley, 2015;Kalvaitis & Monhardt, 2015;Kellert, 2016;Simaika & Samways, 2010;Singleton, 2015;Zhang, Goodale, & Chen, 2014). In a review of the literature, Sandifer et al (2015) summarise the psychological, cognitive, physiological, social and cultural benefits of experiences in nature with examples such as reduced stress levels, improved mood and self-esteem and increased resilience.…”

Section: )mentioning

confidence: 99%

Where is the Love in Environmental Education Research? A Diffractive Analysis of Steiner, Ecosomaesthetics and Biophilia

Blom

Aguayo

Carapeto

2020

Aust. J. environ. educ.

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In environmental education research (EER), love is revered as a way to heal or mend the human relationship with nature. However, this interpretation of love rests in a humanist paradigm that considers nonhuman nature as external to the human being. To this end, love has generally been considered as an outward emotion, towards nature, and is less considered an inner movement, towards the human as nature. We were interested in exploring this conceptualisation of nature and love of/as nature and question: Is there potential to locate the concept of love in EER through different theoretical positions to explore the possibilities for its (re)conceptualisation? We aim to stretch academic thinking to (re)consider love through identifying where our own research in environmental education has involved love through the intersection of our journeys at the Australian Association of Environmental Education Research Symposium workshop. In response to the context of this workshop, which explored the concept of diffraction as described by Barad, we have chosen to adopt a diffractive analysis as the methodology to analyse our theoretical perspectives of love in EER. We explore the word love in this article using diffraction to understand the relationality of human and nonhuman nature through our research interests in Steiner, ecosomaesthetics and biophilia. This process cracked our theoretical silos to more openly consider: Where is the love in EER?

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‘Love honey, hate honey bees’: reviving biophilia of elementary school students through environmental education program

Cited by 73 publications

References 55 publications

A Study on the Spontaneous Representation of Animals in Young Children’s Drawings of Plant Life

A Study on the Spontaneous Representation of Animals in Young Children’s Drawings of Plant Life

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Where is the Love in Environmental Education Research? A Diffractive Analysis of Steiner, Ecosomaesthetics and Biophilia

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