Czech Preschool Children?s Conceptions about Nature

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F21%3A43896319" target="_blank" >RIV/44555601:13440/21:43896319 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/13/19/10962" target="_blank" >https://www.mdpi.com/2071-1050/13/19/10962</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su131910962" target="_blank" >10.3390/su131910962</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech Preschool Children?s Conceptions about Nature

Popis výsledku v původním jazyce

This study focused on young children?s understanding of nature, an issue observed to be a research gap in the scientific community. The question ?What nature?? is central to this research. Answers to this question were obtained from 342 children from 21 Czech kindergartens, and results showed 302 preschool and children (aged from 3 to 6.5 years) from the sample displayed a conceptual understanding of nature and expressed their ideas verbally. Qualitative content analysis and comparative analysis (nouns and verbs separately) were performed on the results. Most children interpreted nature through lists of objects or as a space or a concrete place, and most of the objects mentioned related to living nature. Children used verbs describing natural events more often than verbs describing their own or human activities in nature. The comparison between children?s, adults?, and pupils? concepts of nature shows that children expressed their concepts in a similar, albeit not identical, manner to adults. They expressed the utilitarian and aesthetic value of nature, showed a scientific interest and an emotional connection to nature, and showed their joy in interacting with nature. Children understood nature more positively (no fear, aversion, or efforts to control nature) than adults. Czech children noticed more plants and mushrooms than Norwegian children. A similar percentage of Czech and Australian children included people on their lists of nature. Although certain similarities in children?s answers were noted, each child understands nature individually. Teachers should respect this fact and consider this in environmental and global education.

Název v anglickém jazyce

Czech Preschool Children?s Conceptions about Nature

Popis výsledku anglicky

This study focused on young children?s understanding of nature, an issue observed to be a research gap in the scientific community. The question ?What nature?? is central to this research. Answers to this question were obtained from 342 children from 21 Czech kindergartens, and results showed 302 preschool and children (aged from 3 to 6.5 years) from the sample displayed a conceptual understanding of nature and expressed their ideas verbally. Qualitative content analysis and comparative analysis (nouns and verbs separately) were performed on the results. Most children interpreted nature through lists of objects or as a space or a concrete place, and most of the objects mentioned related to living nature. Children used verbs describing natural events more often than verbs describing their own or human activities in nature. The comparison between children?s, adults?, and pupils? concepts of nature shows that children expressed their concepts in a similar, albeit not identical, manner to adults. They expressed the utilitarian and aesthetic value of nature, showed a scientific interest and an emotional connection to nature, and showed their joy in interacting with nature. Children understood nature more positively (no fear, aversion, or efforts to control nature) than adults. Czech children noticed more plants and mushrooms than Norwegian children. A similar percentage of Czech and Australian children included people on their lists of nature. Although certain similarities in children?s answers were noted, each child understands nature individually. Teachers should respect this fact and consider this in environmental and global education.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sustainability

ISSN

2071-1050

e-ISSN

—

Svazek periodika

13

Číslo periodika v rámci svazku

19

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

15

Strana od-do

"nestrankovano"

Kód UT WoS článku

000707206500001

EID výsledku v databázi Scopus

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