Influences on children’s environmental cognition
A comparative analysis of New Zealand and Mexico
Bibliographic Data
| ID | 12526711 |
|---|---|
| Authors | Ikerne Aguirre-Bielschowsky, Ikerne Aguirre‐Bielschowsky (University of Otago, corresponding author), Claire Freeman (0000-0002-4287-2435, University of Bath), Éva Vass (0000-0003-1388-3327, University of Bath) |
| Year | 2011 |
| Volume | 18 |
| Issue | 1 |
| Pages | 91-115 |
| Publication date | 2011-07-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2011.582093 |
| OpenAlex | W1994899704 |
| Language | EN |
| Citations received | 5 |
| References cited | 21 |
This paper investigates Mexican and New Zealand children’s conception of the environment and their understandings of environmental issues, focusing on how personal experiences, culture and school-based environmental education (EE) programmes influence their perspectives. Sixty Year 5 children (age 9–11) from three schools in Dunedin (New Zealand) and three schools from Ensenada (Mexico), their teachers and school principals were interviewed. The study found that children from both cities had limited opportunities for contact with nature. Most children understood the environment as nature, and did not typically link environmental problems to human activities or social causes. Rarely were children critical of the effect of socio-economic structure on the environment. The analysis shows that children’s understandings of the environment are connected to their personal experiences and mediated by culture. Children from Ensenada had a more global perspective on environmental issues but a more passive attitude towards their local environment, participating in fewer environmental activities than children from Dunedin. In both countries, children from schools with an EE programme did translate environmental practices learnt at school into environmental practices at home. Based on our results, EE could be improved by considering the cultural context, enhancing children’s contact with nature, encouraging critical thinking and more environmental activities
Context (archaeology · Cultural environment · Environmental education · Geography · Pedagogy · Perspective (graphical · Social environment · Social science · Sociology · Animal and Plant Science Education · Climate Change Communication and Perception · Environmental Education and Sustainability · Psychology
Students’ Word Associations with Different Terms Related to the Wadden Sea
Who are the children that environmental education targets? Mapping geographic and conceptual boundaries in more-than-human environmental education research
The role of education in biodiversity conservation
I saw a magical garden with flowers that people could not damage!’
Environmental education excursions and proximity to urban green space – densification in a ‘compact city’
Words and Minds
Children and Nature
Radical Ecopsychology
Last child in the woods – saving our children from nature‐deficit disorder
Implicit connections with nature
The Interpretation of Cultures
Space and place
Cognitive and Instructional Processes in History and the Social Sciences
Environmental Education in the 21st Century
Geographies of environmental learning
Environmental Education
Understanding students’ conceptions of sustainability
Environmental education
An evaluation of characteristics of environmental education practice in New Zealand schools
New Environmental Theories
On the social reappropriation of nature
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.45 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |