Environmental perception and activities in environmental education based on socio-ecological resilience

Abstract

The concept of environment in students from primary levels and high school was achieved from an environmental perception analysis based on drawings, while the most important proenvironmental actions, according to the students' opinion, were captured using a survey. The data from environmental perception and the level of pro-environmental actions were correlated to each other using principal component analysis. The hypothesis that meaningful proenvironmental actions are related to the level of environmental perception was confirmed. Thus, teaching-learning activities in environmental education focused on socio-ecological resilience were proposed to improve the environmental perception of students and, ultimately, to lead effective pro-environmental actions.