Abstract:
This paper analyzes environmental empathy and identity processes among Biology students and teachers who attended three fourth-year courses in an institution of Secondary School in the province of Cordoba, Argentina, in 2021. The Environmental Identity Scale was administered an adapted to students (N=73), and semi-structured interviews were conducted with Biology teachers. The results showed few attempts to deal with environmental problems in the classrooms, which would otherwise have been useful to promote skills such as environmental empathy. Regarding this concept, teachers have basic notions. The importance of an environmental identity built from engagement with nature and the contexts with people. Among final reflections, the need should be highlighted to generate contexts for training and lifelong learning empathizing on social and emotional aspects of the environment.
Keywords:
Environmental learning; Biology teaching; Secondary school; Environmental education; Environment and education