I Walk In Nature More Confidently
In the context of an elementary science teacher preparation course, eco-mindfulness can be characterized by the sustainable practices a person develops and then teaches to his/her students or the mindful actions that he/she takes in his/her daily life in his/her environment. In this study, we investigated prospective elementary education students’ level of eco-mindfulness and how it evolved during a teacher preparation course that centered on the use of photoessay experiences. Students were interviewed about their conceptions of eco-mindfulness and the photoessay they created while reading Richard Louv’s 2005 book, “The Last Child in the Woods: Saving our Children from Nature-Deficit Disorder.” Students were found to be more self-aware about the role of nature in their lives and had made a shift toward environmental stewardship by the end of the course. Our study blends environmental wellness with student wellness and science learning to investigate which characteristics increased as elementary prospective student teachers learn from participating in eco-mindfulness activities to incorporate into their future classrooms and lives.
KeywordsAttention Deficit Hyperactivity Disorder Attention Deficit Hyperactivity Disorder Natural World Prospective Teacher Attention Deficit Hyperactivity Disorder Symptom
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