How do science teachers build relational understanding of nature from a sustainability perspective- a qualitative studie

This study addresses the issue of how different views of nature influence science education and the teaching of sustainable development.The purpose is to identify the types of nature relations that emerge in outdoor science education for students in grades 4-6 and to examine how teachers use outdoor pedagogical methods to foster a deeper connection to nature.The study is based on a qualitative research approach, using semi-structured interviews with experienced outdoor educators.The theoretical framework incorporates three environmental ethical perspectives-anthropocentrism, biocentrism and ecocentrism-as well as the concepts of instrumental and relational understanding of nature.The results indicate that outdoor education enhances students' engagement and learning by allowing direct and sensory experiences with nature.Teachers emphasize that building familiarity with nature is crucial for fostering environmental responsibility.However, challenges include students' lack of prior nature experiences and the perception of nature as a mere resource.The study concludes that outdoor education can serve as a bridge between theoretical and experiential learning, promoting relational understanding of nature.The findings suggest that teachers' attitudes and didactic choices significantly influence how students develop an ecological awareness and an appreciation for sustainable development.