Global climate change is rightly receiving increasing attention, including in the field of education. Climate change education (CCE) is becoming one of the key areas of education in general and it is therefore not surprising that more attention is also being paid to climate education research. This review study presents an analysis of papers focusing on climate education for ISCED (International Standard Classification of Education) 1 and 2 students. The selection of the analyzed sources follows the PRISMA 2020 statement; out of 850 identified records, 43 made it into the analysis. Articles that met each of the following criteria were included in the analysis: (i) the impact of the article meets the inclusion in the Web of Science Core Collection service, (ii) the article was published in the period 2001–2020, (iii) the central theme of the article is CCE, (iv) the target audience is ISCED 1, ISCED 2 students or their teachers, (v) the article has a research character with the presentation of methodology and results, or it is a review study that includes an analysis of the records meeting the criteria described above. The quantitative description of the results shows the diversity in journals publishing studies, the exponential increase in their number in recent years, and the hegemony of the United States in this field of research. The qualitative content analysis shows that the most frequently addressed topics focus on knowledge, behavior, actions, experiences, and attitudes. The results show that as the urgency of climate change increases, so do the number and diversity of research studies on climate education for the target group. Most of these studies focus on the mitigation behaviors and willingness to act of students.
The Covid-19 pandemic and its associated limitations represent one of the greatest challenges of our age. This is also true of the constraints on education and schooling. Closed schools have brought about a strong attachment of students to screens of electronic devices. Many teachers have been looking for ways to change this situation, and one way to make such a change is through outdoor education. This paper presents the results of an analysis of the implementation of distance learning during the closure of primary schools in the Ústí nad Labem region of the Czech Republic. Using a sample of teachers (N = 152) from a representative number of primary schools, it reflects on their experience with distance learning and emphasises the possible inclusion of outdoor learning elements. It also explores teachers' perceptions of the benefits and barriers to outdoor learning.Distance learning was very challenging for teachers, who often limited themselves to core curriculum and neglected the cultivating role of the school. For many teachers, distance learning was also a way to enhance their teaching skills and deepen their collaboration with colleagues. Teachers who had already had experience of outdoor learning before the school closure were more likely to incorporate it in distance learning. They also perceived outdoor education more positively and did not see its obstacles as insurmountable. For a positive shift, it was sufficient to implement outdoor learning only a few times per term. Therefore, in order to incorporate elements of outdoor learning into distance learning more frequently, it is advisable to implement this educational approach regularly in traditional teaching, to get to know it and to gain confidence in its implementation.
The aim of this review study is to present the current state of pedagogical and psychological research in the field of outdoor education of primary school pupils (ISCED 1 & ISCED 2). The study seeks answers to three basic questions: i) What are the common characteristics of published studies devoted to the benefits of outdoor education of primary school pupils? ii) What benefits of outdoor education are monitored in these studies? iii) What conclusions did these studies reach in the context of the observed benefits? MethodTo create a review study, a widely accepted Prisma 2020 model was used. The articles were searched in the Scopus and Web of Science databases. The selection of keywords used for the search respected the needs of the survey study and consisted of two areas that were combined. The first one defined the area of interest (outdoor education, outdoor learning, fieldwork, nature connectedness, nature relatedness, connection to nature), the second defined the target group and the monitored qualities (primary education, primary school, elementary school, health, benefits, well-being). The number of keywords used reflects the terminological anxiety that prevails in the topic. The search was performed in the titles, abstracts and keywords of individual articles. All records from 2001 to 2020 were included, only reviewed articles were included in the search.Each selected database record was checked by two observers, in case of disagreement about the inclusion of the record in the survey study, the record was evaluated by a third observer. The criteria for including the text in the analysis were as follows: i) the article has a research character, or it is an overview study on a given topic, ii) the target group is primarily primary school pupils, iii) the article deals with the benefits of outdoor education and staying in nature. A number of categories was monitored for each of the articles included in the review study (journal, year of publication, research design, country, age, type of school, activity holder, form of outdoor education, place of outdoor education, monitored benefits, results). The results were analyzed in both quantitative and qualitative ways. From 3268 database records, 67 articles were selected for detailed analysis. ResultsThe analyzed studies were published in a total of 41 journals. During the observed twenty-year period, an intensive increase in the number of published studies can be observed only in the last five years. Most studies were from the United Kingdom, Denmark and Canada. Qualitative and quantitative design studies were evenly represented, mixed design was significantly rarer. More than half of the studies focused on the evaluation of outdoor education directly at the school, the rest focused on excursions and residential programs of ecocentres. Most outdoor education interventions lasted weeks to months, with only two studies looking at outdoor education for more than a year. The monitored benefits were divided into: i) the area of emotions and attitudes (relationship t...
Biodiversity is the result of long-term evolution. It is one of the fundamental global problems of today as it is declining in space and time. The aim of this research was to determine the relationship of man and nature and to analyze the influence of variables such as gender, age, pet ownership, cultivation of plants, and perception of popular and unpopular animals. A total of 549 respondents took part in the research survey. In addition to the above-mentioned demographic variables, the research also contained 5 items related to the perceived vulnerability of respondents and 37 items focused on the perception of wolves and bees as example of unpopular or popular animals. All variables except gender had a significant influence on man’s relationship to nature. Students who perceived their own vulnerability to a greater extent had a more negative attitude towards nature. Fear of both groups of observed animals had a negative influence on the relationship to nature. Other dimensions correlated positively, age as well as plant growing and pet breeding. In the end, the possibilities of improving the relationship to nature are suggested. Keywords: nature relatedness, popular animals, quantitative approach, university students, unpopular animals
Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students’ knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident. Keywords: climate change attitudes, climate change education, climate change knowledge, environmental attitudes, pro-environmental behaviour, primary school
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