ABSTRACT

Interpreting the landscape that surrounds us is somewhat personal. However, it is necessary to explore the interpretation made by future teachers so that we can reflect on their observations. This study collected data from five academic years of undergraduates in Early Childhood Education (N = 421), who were asked to fill out a questionnaire with different items while observing the landscape features when walking through a park. This article demonstrates for the very first time that the trend shown in childhood of not considering plants as living beings remains in the landscape perception of the university students. The students must be confronted with their own biases in interpreting the landscape so that they are aware and do not transfer these biases to their future students.

摘要

解读我们周围的风景有些个人化。但是，有必要探索未来教师的解释，以便我们可以反思他们的观察结果。这项研究收集了来自5个学年的幼儿教育本科生（N = 421）的数据，他们被要求填写一份带有不同项目的问卷，同时在穿过公园时观察景观特征。本文首次证明，在儿童时代，不将植物视为生物的趋势仍然存在于大学生的景观感知中。在解释景观时，学生必须面对自己的偏见，以便他们意识到并且不会将这些偏见转移给未来的学生。