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Landscape as experienced place and worth conserving in the drawings of Finnish and Swedish students
Finland.
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. (LISMA)
Finland.
Finland.
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2019 (English)In: Education sciences, ISSN 2227-7102, Vol. 9, no 2Article in journal (Refereed) Published
Abstract [en]

Children explore their environment through experiences and each experience is meaningfulin developing their environmental consciousness and identity. On the basis of the drawn landscape experiences, the present qualitative study set out to find out what landscapes the participating students deemed worth conserving. The data consisted of the drawings of 11- to 16-year-old Finnish (n = 311) and Swedish (n = 246) students. Deductive and inductive content analyses were used to analyse the data. The results showed that all three landscape types; nature, built, and social were presented in the drawings. Nature and built landscapes were the most frequent types, with the proportion of nature landscapes increasing and that of built landscapes decreasing with age. There were gender and cultural preferences: boys drew built landscapes more often than girls; and Finnish students drew summer cottages, a cultural phenomenon typical of Finnish landscapes, which was not found in Swedish drawings. Similarities in Finnish and Swedish data were identified e.g., in forest and water and “cultural landscapes”. Some of the students displayed a more distant, observing role, whereas others adopted an active one in relation to all three landscape types. The results are discussed inconnection to the landscape theories and earlier findings of the drawn environments.

Place, publisher, year, edition, pages
2019. Vol. 9, no 2
Keywords [en]
environment; experiences connected to eenvironment; inductive content analysis; landscape; students
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-19257DOI: 10.3390/educsci9020093ISI: 000475301900027OAI: oai:DiVA.org:hkr-19257DiVA, id: diva2:1313325
Available from: 2019-05-03 Created: 2019-05-03 Last updated: 2019-08-16Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf