2024 Volume 34 Issue 1 Pages 1_28-37
Evaluating environmental education practices using a single psychometric scale is challenging. This study aimed to address this difficulty by analyzing the three significant relationships: students' attitude during the practice, their attachment to nature, and their conception of learning. A questionnaire survey was conducted on students (n=217) who participated in a class conducted at a high school in Tokyo that encouraged students to pay attention to nature and take pictures. As a result, while no clear relationship was found between attachment to nature and students' attitude, attachment to nature and the conception of learning were correlated in many respects, and students' attitude could be explained by their conception of learning. The findings of this study provide valuable insights for teachers to effectively implement environmental education practices. However, it is important to note that the results are based on a case study and require further elaboration and additional verification.
