Corrochano, Diego, Ferrari, Enzo, López-Luengo, María Antonia, Ortega-Quevedo, Vanessa, Corrochano, Diego, Ferrari, Enzo, López-Luengo, María Antonia, and Ortega-Quevedo, Vanessa
Proyecto del Ministerio de Economía y Competitividad de España y eI Fondo Europeo de Desarrollo Regional con referencia EDU201-5- 64642-R (MINECO/FEDER) Referencias bibliográficas: • United Nations Development Programme. Peoples’ Climate Vote; United Nations Development Programme and University of Oxford. 2021. Available online: https://www.undp.org/library/peoples-climate-vote (accessed on 3 March 2022). • Cook, J.; Nuccitelli, D.; Green, S.A.; Richardson, M.; Winkler, B.; Painting, R.; Way, R.; Jacobs, P.; Skuce, A. Quantifying the consensus on anthropogenic global warming in the scientific literature. Environ. Res. Lett. 2013, 8, 024024. [CrossRef] • IPCC. Summary for Policymakers. In Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change; Cambridge University Press: Cambridge, UK, 2021. • Mochizuki, Y.; Bryan, A. Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles. J. Educ. Sustain. Dev. 2015, 9, 4–26. [CrossRef] • Nations, U. Transforming Our World: The 2030 Agenda for Sustainable Development; United Nations: New York, NY, USA, 2015. • Stevenson, R.B.; Nicholls, J.; Whitehouse, H. What Is Climate Change Education? Curric. Perspect. 2017, 37, 67–71. [CrossRef] • González-Gaudiano, E.J.; Meira-Cartea, P.Á. Educación para el cambio climático: ¿educar sobre el clima o para el cambio? [Climate change education: Educating about climate or for change?]. Perf. Educ. 2020, 42, 157–174. • UNESCO. Report of the International Seminar on Climate Change Education; UNESCO: Paris, France, 2009. • Varela-Losada, M.; Arias-Correa, A.; Vega-Marcote, P. Training teachers committed to climate change mitigation. In Climate Literacy and Innovations in Climate Change Education; Azeiteiro, U., Filho, W., Aires, L., Eds.; Springer: Cham, Switzerland, 2018; pp. 307–321. • Almerich, G.; Suárez-Rodríguez, J.; Díaz-García, I.; Orell, Educational gardens are powerful outdoor learning environments to address the subject of climate change and foster climate action. Using an online questionnaire, this study examines the influence of the main sociodemographic and academic factors, and the role of connectedness to nature, on the perception of educational gardens as contexts of climate change education (CCE) among Spanish preservice teachers (PSTs). The sample consisted of 889 PSTs enrolled in 9 university campuses of Spain. The statistical analyses performed evidenced that women are more likely to use educational gardens than men and that there is a progressive decrease in the positive perception of PSTs about the usefulness of gardens for CCE as the educational level at which they are being trained increases. Statistics also revealed that the variable connectedness to nature and the rating of the importance of educational gardens in CCE are not significantly related. Nevertheless, the Mann–Whitney U test indicated that PSTs who scored higher on connection to nature wished to broaden their knowledge of sustainable agriculture and, thus, connectedness to nature could be considered a predictor of environmental attitudes, each influencing the other. Based on these findings, recommendations for PSTs’ training in the CCE context are provided., FPU17/00184, Ministerio de Economía y Competitividad de España, Fondo Europeo de Desarrollo Regional, Agencia Estatal de Investigación (Spain), Depto. de Didáctica de las Ciencias Experimentales , Sociales y Matemáticas, Fac. de Educación, TRUE, pub