TITULO DEL TRABAJO

ARTICULO

PRESENTA:

FRANCIA SOTO MINDIOLA

ANA GOMEZ

DOCENTE:

JEAN CARLOS OSPINO

UNIVERSIDAD POPULAR DEL CESAR

FACULTAD DE CIENCIAS BASICAS DE LA EDUCACION

PROGRAMA DE LICENCIATURA EN CIENCIAS NATURALES Y

EDUCACION AMBIENTAL

VALLEDUAPAR – CESAR - 2022

Environmental education, psychological and sense of place-based

Even though environmental education research has included the idea of sense of
place, it has rarely taken into account environmental psychology-based sense of
place literature whose theory and empirical studies can enhance related studies in
the education context. This article contributes to research on sense of place in
environmental education from an environmental psychology perspective. We review
the components of sense of place, including place attachment and place meanings.
Then we explore the logic and evidence suggesting a relationship between place
attachment, place meanings, pro-environmental behavior, and factors influencing
sense of place. Finally, based on this literature we propose that in general
environmental education can influence sense of place through a combination of
direct place experiences and instruction.

Keywords: environmental education; sense of place; place attachment; pro-

environmental behavior

In this article, we audit this writing and talk about how it can add to comprehension
of the feeling of sense in the instruction setting for environmental education.

The environmental education literature has demonstrated a growing interest in sense

of place. Indeed, ‘sense of place is at the core of many environmental learning
initiatives’ (Thomashow 2002, 76). Yet related research in environmental education
has demonstrated lack of attention to theory and empirical studies in the sense of
place literature.

Environmental scholars have discussed the people–places relationship long before

the development of a strong conceptual basis for sense of place. For example, 100
years ago in words that reverberate with the contemporary place-based education
literature, Bailey (1911, 41) enunciated concerns about the disconnect between
people and their environment: ‘We are more likely to know the wonders of China
and Brazil than of our own rivers and woods.’ Leopold (1949) pioneered the idea
that landscapes have multiple aspects such as ethical, esthetic, economic, and
ecological, which resonates with the current view of multiple dimensions of place
meanings. Carson (1965) emphasized that first-hand experiences with natural
phenomena in various places may contribute to children’s emotional connection to
the world.
Conclusion

we suggest that multiple research approaches may further improve our

understanding of the value and significance of sense of place, and its relationship
with other outcomes of environmental education. Such research may support new
creative environmental education approaches and improve our ability to address
environmental and social issues.
 Referencias

Alex Kudryavtsev, Richard C. Stedman & Marianne E. Krasny (2012) Sense of

place in environmental education, Environmental Education Research, 18:2, 229-
250, DOI: 10.1080/13504622.2011.609615