Teachers’ and Student Teachers’ Attitudes Towards Nature and the Environment—A Comparative Study Between Sweden and France

References

• Andersson, B., Kärrqvist, C., Löfstedt, A., Oscarsson, V., & Wallin, A. (1999). Nationell utvärdering 98. Tema tillståndet i världen. (IPD-rapport nr 14, Na-spektrum nr 21). Mölndal: Göteborgs Universitet, Inst. för pedagogik och didaktik.
   Google Scholar
• Bogner, F. X., & Wiseman, M. (2006). Adolescents’ attitudes toward nature and environment: Quantifying the 2-MEV model. The Environmentalist, 26, 247–254.
   Google Scholar
• Bonhoure, G. (2008). Une discipline dans l’éducation au développement durable: les sciences de la vie et de la Terre [A discipline within education for sustainable development: Life and Earth sciences]. Rapport à Monsieur le Ministre de l’Éducation Nationale. Rapport n° 2008-004, janvier 2008.
   Google Scholar
• Bonnett, M. (1999). Education for sustainable development: A coherent philosophy for environmental education? Cambridge Journal of Education, 29(3), 313–324.
   Google Scholar
• Bonnett, M. (2002). Education for sustainability as a Frame of Mind. Environmental Education Research, 8(1), 9–20.
   Google Scholar
• Bonnett, M. (2007). Environmental education and the issue of nature. Journal of Curriculum Studies, 39(6), 707–721.
   Web of Science ®Google Scholar
• Bonnett, M. (2012). Environmental concern, moral education and our place in nature. Journal of Moral Education, 41(3), 285–300.
   Web of Science ®Google Scholar
• Bonnett, M. (2013). Sustainable development, environmental education, and the significance of being in place. The Curriculum Journal, 24(2), 250–271. doi: 10.1080/09585176.2013.792672
   Google Scholar
• Breiting, S., & Wickenberg, P. (2010). The progressive development of environmental education in Sweden and Denmark. Environmental Education Research, 16, 9–37. doi: 10.1080/13504620903533221
   Web of Science ®Google Scholar
• Cans, R. (1997). Les trois sœurs de l’écologie [The three sisters of ecology]. In J. M. Besse & I. Roussel (Eds.), Environnement: Représentations et concepts de la nature [Environment: Representations and concepts of nature] (pp. 209–211). Paris: l’Harmattan.
   Google Scholar
• Carvalho, G., Clément, P., Bogner, F., & Caravita, S. (2008). BIOHEAD-Citizen: Biology, Health and Environmental Education for better Citizenship, Final Report. Brussels: FP6, Priority 7, Project N° CITC-CT-2004-506015.
   Google Scholar
• Castéra, J., Clément, P., Munoz, F., & Bogner, F. X. (2018). How teachers’ attitudes on GMO relate to their environmental values. Journal of Environmental Psychology, 57, 1–9. doi: 10.1016/j.jenvp.2018.04.002
   Web of Science ®Google Scholar
• Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245–276.
   PubMed Web of Science ®Google Scholar
• Chansigaud, V. (2017). Les Français et la Nature. Pourquoi si peu d’amour? [The French and Nature. Why so little love?]. Arles: Actes-Sud.
   Google Scholar
• Chessel, D., Dufour, A. B., & Thioulouse, J. (2004). The ade4 package-I-One-table methods. R News, 4(1), 5–10.
   Google Scholar
• Clément, P. (2004). Construction des umwelts et philosophies de la nature [Construction of umwelts and philosophies of nature]. Soc. Linéenne Lyon (co-éd. Univ. Catholique Lyon: Fac. Sc. & Fac. Philo: J.M.Exbrayat & P.Moreau, L’homme méditerranéen et son environnement), p. 93-106.
   Google Scholar
• Clément, P. (2011). Didactique des Sciences et Education au Développement Durable: processus et enjeux [Science didactics and Education for Sustainable Development]. Forêt Méditerranéenne, XXXII n°2, « Observer et s’adapter au changement climatique en forêt méditerranéenne », p. 229-240. http://hal.archives-ouvertes.fr/hal-01024884, http://www.foret-mediterraneenne.org/fr/catalogue
   Google Scholar
• Clément, P., & Caravita, S. (2011). Education pour le Développement Durable (EDD) et compétences des élèves dans l'enseignement secondaire [Education for Sustainable Development and students’ skills in secondary education] – Rapport d’une étude commandée par l'UNESCO (88 pp.). Paris: UNESCO. http://hal.archives-ouvertes.fr/hal-01026073
   Google Scholar
• Cobern, W. W., Gibson, A. T., & Underwood, S. A. (1999). Conceptualizations of nature: An interpretive study of 16 ninth graders’ everyday thinking. Journal of Research in Science Teaching, 36, 541–564.
   Google Scholar
• Cottereau, D. (2014). L’éducation à l’environnement : l’affaire de tous? [Environmental education: everyone’s business?]. Paris: Belin.
   Google Scholar
• Dewey, J. (1938/1997). Experience and education (New ed.). New York: Simon & Schuster.
   Google Scholar
• Dolédec, S., & Chessel, D. (1987). Rythmes saisonniers et composantes stationnelles en milieu aquatique. I: Description d'un plan d'observation complet par projection de variables [Seasonal rhythms and stationary components in the aquatic environment. I: Description of a complete observation plan by projection of variables]. Acta Oecologica. Oecologia Generalis, 8(3), 403-426.
   Google Scholar
• Giolitto, P., & Clary, M. (1994). Eduquer à l’Environnement [Educate for the Environment]. Paris: Hachette Education.
   Google Scholar
• Girault, Y., & Sauvé, L. (2008). L’éducation scientifique, l’éducation à l’environnement et l’éducation pour le développement durable. Croisements, enjeux et mouvances [Science Education, Environmental Education and Education for Sustainable Development. Crossings, challenges and movements]. Aster, 46, 7-30.
   Google Scholar
• Hart, P. (2007). Environmental education. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 493–533). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
   Google Scholar
• Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645–670.
   Web of Science ®Google Scholar
• IUCN. (1980). World conservation strategy: Living resource conservation for sustainable development. Gland: IUCN.
   Google Scholar
• Jagers, S. C., & Matti, S. (2010). Ecological citizens: Identifying values and beliefs that support individual environmental responsibility among Swedes. Sustainability, 2(4), 1055–1079.
   Google Scholar
• Jickling, B., & Wals, A. (2012). Debating education for sustainable development 20 years after Rio: A conversation between Bob Jickling and Arjen Wals. Journal of Education for Sustainable Development, 6(1), 49–57.
   Google Scholar
• Kopnina, H. (2014). Future Scenarios and environmental education. The Journal of Environmental Education, 45(4), 217–231.
   Web of Science ®Google Scholar
• Kopnina, H. (2015). Cultivating a value for non-human interests through the convergence of animal welfare, animal rights, and deep ecology in environmental education. Education Sciences, 5, 363–379.
   Web of Science ®Google Scholar
• Kronlid, D., & Öhman, J. (2013). An environmental ethical conceptual framework for research on sustainability and environmental education. Environmental Education Research, 19(1), 21–44.
   Web of Science ®Google Scholar
• Lange, J.-M. (2008). L’éducation au développement durable au regard des spécialités enseignantes [Education for Sustainable Development with regard to teaching specialities]. Aster, 46, 123–154.
   Google Scholar
• Latour, B. (1999). Politiques de la nature [Politics of Nature]. Paris: La Découverte.
   Google Scholar
• Liefländer, A. K., & Bogner, F. X. (2014). The effects of children’s age and sex on acquiring pro-environmental attitudes through environmental education. The Journal of Environmental Education, 45(2), 105–117.
   Web of Science ®Google Scholar
• Mc Ewen, B., Clément, P., Gericke, N. M., Nyberg, E., Hagman, M., & Landström, J. (2015). Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ: Ecofeminism put to the test. Asia-Pacific Forum on Science Learning and Teaching, 16(1), 1–30.
   Google Scholar
• Munoz, F., Bogner, F., Clément, P., & Carvalho, G. S. (2009). Teachers’ conceptions of nature and environment in 16 countries. Journal of Environmental Psychology, 29, 407–413.
   Web of Science ®Google Scholar
• Nyberg, E. (2004). Life cycles – for caring and learning about organisms and their environment - a starting point towards an understanding of environmental issues. In P. Wickenberg, H. Axelsson, L. Fritzén, G. Helldén, & J. Öhman (Eds.), Learning to change our world - Swedish research on education & sustainable development (pp. 313–328). Lund: Studentlitteratur.
   Google Scholar
• Nyberg, E. (2017). Aesthetic experiences related to living plants – a starting point towards framing humans’ relationship with nature? In O. Franck, & C. Osbeck (Eds.), Ethical literacies and sustainability education: young people, subjectivity and democratic participation (s. 137–157). Basingstoke: Palgrave Macmillan.
   Google Scholar
• Oakley, J. (2011). Animality in environmental education: Toward an interspecies paradigm. Canadian Journal of Environmental Education, 16, 8–13.
   Google Scholar
• Öhman, J. (2006). Den etiska tendensen i utbildning för hållbar utveckling: Meningsskapande i ett genomlevandeperspektiv [The Ethical Tendency in Education for Sustainable Development: A Practical Understanding of Meaning-making] (Diss.). Örebro universitet, Örebro.
   Google Scholar
• Östman, L. (Ed.). (2015). Naturmötespraktiker och miljömoraliskt lärande [Nature encounter practices and environmental moral learning]. Uppsala: Uppsala universitet. Acta Universitatis Upsaliensis.
   Google Scholar
• Quillot, R. (2000). Crise et retour de l’idée de nature [Crisis and return of the idea of nature]. In R. Quillot (dir.), La nature [Nature] (pp. 3–38). Paris: Ellipses, coll. Philo.
   Google Scholar
• Quinn, F., Castéra, J., & Clément, P. (2016). Teachers’ conception of the environment: Anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature. Environmental Education Research, 22(6), 893–917.
   Web of Science ®Google Scholar
• Roger, A., & Guéry, F. (Eds.). (1991). Maîtres et protecteurs de la nature [Masters and protectors of nature]. Seyssel: Éditions Champ Vallon.
   Google Scholar
• Sandell, K., & Öhman, J. (2010). Educational potentials of encounters with nature: Reflections from a Swedish outdoor perspective. Environmental Education Research, 16(1), 113–132.
   Web of Science ®Google Scholar
• Schneller, A., Johnson, B., & Bogner, F. (2015). Measuring children’s environmental attitudes and values in northwest Mexico: Validating a modified version of measures to test the model of ecological values (2-MEV). Environmental Education Research, 21(1), 61–75.
   Web of Science ®Google Scholar
• Swedish Environmental Protection Agency. (2017). The right of public access. http://www.swedishepa.se/Enjoying-nature/The-Right-of-Public-Access/
   Google Scholar
• Swedish National Agency for Education. (2011). Curriculum for the compulsory school system, the pre-school class and the recreation centre (Lgr11). https://www.skolverket.se/publikationer?id=3984
   Google Scholar
• Torbjörnsson, T. (2014). Solidaritet och utbildning för hållbar utveckling: en studie av förväntningar på och förutsättningar för miljömoraliskt lärande i den svenska gymnasieskolan [Solidarity and Education for Sustainable Development: a study of expectations of and conditions for environmental moral learning in the Swedish upper secondary school secondary school] (Diss. (sammanfattning)). Uppsala universitet, Uppsala, 2014. Uppsala.
   Google Scholar
• Urgelli, B. (2011). Les logiques d’engagement des enseignants face à une question socioscientifique médiatisée: le cas du réchauffement climatique [The roles of teacher’s engagement in a mediated socio-scientific issue: the case of global warming]. Thèse de doctorat de didactique des sciences, sciences de l’information et de la communication. PRES-Université de Lyon, 2009.
   Google Scholar
• Wiseman, F. X., & Bogner, M. (2003). A higher-order model of ecological values and its relationship to personality. Personality and Individual Differences, 34, 783–794.
   Web of Science ®Google Scholar
• Wiseman, M., Wilson, G., & Bogner, F. X. (2012). Environmental values and authoritarianism. Psychology Research, 2(1), 25–31.
   Google Scholar