Οι κοινωνικές αναπαραστάσεις των δασκάλων για την περιβαλλοντική εκπαίδευση

Abstract

The main target of this research was to identify and examine the Social Representations (S.R.) of Greek teachers who systematically deal with Environmental Education (E.E.). By applying a qualitative methological approach, we aimed, on the one hand, to approach each category of teachers’ S.R. within the framework of E.E. and on the other, to shed some light to possible representation patterns. This research aims at examining: a) the teachers’ S.R. on the environment, b) the teachers’ S.R. on the human-nature relationship, c) the teachers’ S.R. on the notion and targets of the E.E. itself, d) how teachers' S.R. on environment affect E.E. topics, e) how S.R. have been affected by the teachers’ childhood experiences and f) the teachers’ representation patterns on E.E., as they arise from the S.R. on environment, on human-nature relationship and on the notion and targets of the E.E. itself. After the content analysis we confirmed, that teachers’ S.R. on E.E., are, as expected, classified into subgroups, since S.R. structuring is a complex process, affected by cultural and individual factors - concerning the value system adopted by the individual and the latter’s behaviour. Teachers in our research apply representations on the environment segmentally, and fail to approach it in a holistic-systemic way. Their representations on the environment are not depicted in the topics they choose to discuss with their students. The teachers’ S.R. on the human-nature relationship, although different in their separate elements, they approach this relationship in an emotionally charged and negative way. Their involvement with the E.E seems to have been indirectly affected by experiences from nature and just on an emotional - memorial level. For the notion and the target of the E.E., teachers share representations, prompted by the three E.E. perspectives according to Sauve (1992, 1994). The structure of teachers' S.R. on E.E. is not affected by other factors such as sex, social status, and political beliefs. Finally, the composition of each S.R., having as a common focal point teachers’ S.R. on the notion of E.E., has contributed in the formation of four representation patterns. Suggestions outlined in regards to the possibilities of making use of the research's conclusions within the framework of planning teacher E.E. training, concern a) the appraisal of training programs, in order to emphasize the approach of notions and dimensions of the environment issue, in a more complex, holistic and systemic way, b) the enrichment of their content with elements that promote the development of a complex way of thinking and structuring of macronotions, and c) the use of teachers’ personal experiences and of their E.E. representation background within the framework of their trainings.