Authors: Aikaterini I. Klonari*, University of the Aegean, Ioanna Siama, University of the Aegean, Theano S. Terkenli, University of the Aegean
Topics: Geography Education, Landscape
Keywords: landscape education, educational project, landscape, intervention
Session Type: Paper
Start / End Time: 5:00 PM / 6:40 PM
Room: 8211, Park Tower Suites, Marriott, Lobby Level
Presentation File: No File Uploaded
This study presents and assesses the results of the implementation of a comprehensive landscape educational project for schoolchildren, in Greece, in order to cater to inadequacies of the national educational system as regards landscape education. Based on the particularities of the latter system in a country where landscape awareness, training and generally lay conscience are still lacking, the study draws some basic conclusions, after the implementation of a project to kindergarten, first-grade and sixth-grade primary schoolchildren, in different regions. First, we evaluate children's emotional and cognitive relationship with the landscape through in-depth questionnaires. Next, children participate in a series of selected interactive experiential activities, in order to become more familiarized with the landscape notion. Finally, we evaluate the project's efficiency, accuracy and reliability, through another in-depth questionnaire, which builds on and enriches the initial one. Our findings show that the project was effective, as children's horizons appear broadened after their participation in this project, where their landscape conceptualizations become more inclusive and nuanced. Nonetheless, their emotional relationship with the landscape seems stuck to the conventional context of landscape understanding and use, as a beautiful image of a place, comprising mostly of forms and structures rather than processes and functions, and thus revealing the deeply-rooted views of a society towards its/the landscape. Conclusively, the implementation of any such educational project ought to be tailored to its context, since it is expected to yield variable outcomes, depending on the children's relationship with their landscapes, under their different time-space-culture life circumstances.