Publicação
Biodiversity vs. geodiversity in landscape appreciation: What do Portuguese and Spanish pre-service teachers value?
| Resumo: | ABSTRACT This study aimed to identify, via questionnaire, the landscape preferences of 336 pre-service teachers—219 from a metropolitan area in Portugal and 117 from a rural area in Spain. Eight natural landscapes were assessed, each characterised by geodiversity, biodiversity, and cultural features. Overall, Portuguese students showed stronger preferences, possibly due to Spanish students’ familiarity with natural surroundings. Landscapes featuring geodiversity with water bodies (such as cascades and caldera lakes) were most favoured, while biodiversity-rich landscapes were pre ferred over those with only geodiversity. Both groups expressed a stronger commitment to landscape preservation than to their preferences, showing a moderate to weak correlation between these factors. Animals significantly attracted interest, and when various natural elements were present, geo diversity features tended to be less noticed. Positive emotions were gen erally associated with the landscapes, though some geological features and educational values were underappreciated. Suggestions for integrating these insights into teacher training are included. |
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| Autores principais: | Almeida, António |
| Outros Autores: | Prieto, Prieto; Fernández, Beatriz García |
| Assunto: | Geodiversity biodiversity landscape appreciation landscape preservation pre-service teachers |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Ispa-Instituto Universitário |
| Idioma: | inglês |
| Origem: | Repositório do Ispa - Instituto Universitário |
| Resumo: | ABSTRACT This study aimed to identify, via questionnaire, the landscape preferences of 336 pre-service teachers—219 from a metropolitan area in Portugal and 117 from a rural area in Spain. Eight natural landscapes were assessed, each characterised by geodiversity, biodiversity, and cultural features. Overall, Portuguese students showed stronger preferences, possibly due to Spanish students’ familiarity with natural surroundings. Landscapes featuring geodiversity with water bodies (such as cascades and caldera lakes) were most favoured, while biodiversity-rich landscapes were pre ferred over those with only geodiversity. Both groups expressed a stronger commitment to landscape preservation than to their preferences, showing a moderate to weak correlation between these factors. Animals significantly attracted interest, and when various natural elements were present, geo diversity features tended to be less noticed. Positive emotions were gen erally associated with the landscapes, though some geological features and educational values were underappreciated. Suggestions for integrating these insights into teacher training are included. |
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