Connectedness with nature and implications for science learning

Abstract

Connectedness with nature is described as the subjective sense of relatedness one has with the natural environment. Individuals with high self-perceived connectedness with nature see themselves as part of, not separate from the natural world. Classroom observations and anecdotal evidence contributed to the hypothesis that connectedness with nature may impact science learning. The purpose of this study was to investigate connectedness with nature and its implications for science education. Identifying factors that influence connectedness with nature and investigating teaching strategies to enhance this characteristic in students were secondary goals of the study. The Nature Relatedness Scale (NRS) was employed in measuring the human-nature relationship through the course of the investigation. Other data sources included student interview, student achievement records, and student work samples. Satellite imagery was utilized in conducting greenspace assessments at sites surrounding each subject's home. A negative correlation between nature relatedness scores and science achievement was discovered, indicating a lack of association between the two variables in the sample (N=61). A relationship between tree canopy in the at-home environment and nature relatedness scores emerged, suggesting exposure to high-quality greenspace during childhood and adolescence may influence one's perception of nature. Finally, place-based learning strategies were shown to be successful in enhancing connectedness with nature in the study group of 12th grade environmental science students. Evidence compiled from the sample suggests students with high nature relatedness scores may differ from peers with lower values, particularly in what they bring to and take from science instruction.