Les collections d'arbres peuvent-elles être des musées vivants pour l'éducation en plein air? Réflexions sur une étude de cas sur des collections de noix pécan et de pistachier
DOI :
https://doi.org/10.25757/invep.v12i2.308Mots-clés :
Connexion à la nature, Apprentissage en plein air, Éducation au développement durableRésumé
Les éducateurs en environnement reconnaissent l'importance de connecter les jeunes à la nature, même si les systèmes éducatifs d'aujourd'hui fonctionnent dans des cadres qui doivent améliorer cette connexion. Cet article contribue à la littérature croissante sur la façon dont les espaces extérieurs peuvent être utilisés et valorisés dans le cadre de pratiques d'apprentissage pour promouvoir le lien des jeunes avec la nature. Ce sont des sujets de plus en plus pertinents en raison des phénomènes de trouble déficitaire de la nature (Louv, 2005) et de la disparité des connaissances sur les plantes (Hiatt et al., 2021), qui interpellent les systèmes éducatifs pour les surmonter. Cette étude se concentre sur les initiatives d'apprentissage en plein air sur les collections d'arbres de noix de pécan [Carya illinoensis (Wangenh.) K. Koch] et de pistachier (Pistacia vera L.) et combine des éléments d'approches de recherche qualitatives et quantitatives selon les méthodes d'enquête mixtes (Johnson et al., 2007). La valeur des visites de collections d'arbres en tant que stratégie pour accroître le lien des jeunes avec la nature et enrichir les programmes scolaires est discutée.
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