<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722022000200103</article-id>
<article-id pub-id-type="doi">10.25757/invep.v12i2.308</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Can tree collections be living museums for outdoor education? Reflections upon a case study about pecan and pistachio tree collections]]></article-title>
<article-title xml:lang="pt"><![CDATA[Podem as coleções de árvores ser museus vivos para a educação ao ar livre? Reflexões sobre um caso de estudo com coleções de árvores de nogueiras-pecã e de pistácios]]></article-title>
<article-title xml:lang="es"><![CDATA[Pueden las colecciones de árboles ser museos vivientes para la educación al aire libre? Reflexiones sobre un estudio de caso sobre colecciones de árboles de nuez-pecan y pistacho]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les collections d'arbres peuvent-elles être des musées vivants pour l'éducation en plein air? Réflexions sur une étude de cas sur des collections de noix pécan et de pistachier]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[M. Alexandra Abreu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Nova de Lisboa Faculdade de Ciências e Tecnologia ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>103</fpage>
<lpage>125</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722022000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722022000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722022000200103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Environmental and outdoor educators acknowledge the importance of connecting young people to nature, yet current education systems functions within frameworks that need to enhance such connection. This paper adds to the growing literature on the way outdoor learning spaces can be used and valued as part of learning practices to promote young students&#8217; connection to nature. These are increasingly relevant topics due to phenomena of nature deficit disorder (Louv, 2005) and plant awareness disparity (Hiatt et al., 2021), which challenge education systems to overcome them. This study is focused on outdoor learning initiatives about tree collections of Pecan [Carya illinoensis (Wangenh.) K. Koch] and Pistachio (Pistacia vera L.). It follows the Action Research method that involves the actions developed, their analysis and discussion. With a sample of 130 students, aged between 15 and 17, the initiatives to visit tree collections prove to be beneficial in favoring the connection of young people to nature, enriching school curricula and students&#8217; knowledge about plant biodiversity. Pre-tests results evidenced existing students&#8217; knowledge gaps about these non-native trees. Pecans were less known for most of students (unknown for 83 %) than pistacia (unknown for 61%).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os educadores ambientais reconhecem a importância de aproximar os jovens à natureza, embora os sistemas educacionais atuais operem dentro de estruturas que precisam de melhorar essa ligação. Este artigo contribui para a crescente literatura sobre a forma como os espaços ao ar livre podem ser usados e valorizados como parte de práticas de aprendizagem para promover a ligação dos jovens à natureza. Estes são tópicos cada vez mais relevantes devido a fenómenos de transtorno de déficit da natureza (Louv, 2005) e disparidade de conhecimento sobre as plantas (Hiatt et al., 2021), que desafiam os sistemas de educação a superá-los. Este estudo descreve iniciativas de aprendizagem ao ar livre sobre coleções de árvores de Nogueira-pecã [Carya illinoensis (Wangenh.) K. Koch] e de Pistácios (Pistacia vera L.). O estudo segue o método de Investigação-Ação (Clark et al., 2020) que engloba as iniciativas desenvolvidas, a sua análise e discussão. Com uma amostra de 130 alunos, com idades entre os 15 e 17 anos, as visitas a coleções de árvores mostram ser benéficas para favorecer a ligação dos jovens à natureza, enriquecer os currículos escolares e o conhecimento dos alunos sobre biodiversidade vegetal. Os resultados dos pré-testes evidenciaram as lacunas de conhecimento dos alunos sobre estas árvores não nativas. As nogueiras-pecã eram menos conhecidas para a maioria dos alunos (desconhecidas para 83%) do que as de pistácios (desconhecidas para 61%).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los educadores ambientales reconocen la importancia de conectar a los jóvenes con la naturaleza, mientras que los sistemas educativos actuales operan dentro de marcos que necesitan mejorar esa conexión. Este artículo contribuye a la creciente literatura sobre cómo se pueden utilizar y valorar los espacios al aire libre como parte de las prácticas de aprendizaje para promover la conexión de los jóvenes con la naturaleza. Estos son temas de creciente relevancia debido a los fenómenos del trastorno deficitario de la naturaleza (Louv, 2005) y la disparidad de conocimientos sobre las plantas (Hiatt et al., 2021), que desafían a los sistemas educativos a superarlos. Este estudio se centra en iniciativas de aprendizaje al aire libre sobre colecciones de árboles de nuez pecana [Carya illinoensis (Wangenh.) K. Koch] y pistacho (Pistacia vera L.). Sigue el método de Investigación-Acción (Clark et al., 2020) que involucra las acciones desarrolladas, su análisis y discusión. Con una muestra de 130 alumnos, con edades comprendidas entre los 15 y los 17 años, las iniciativas de visita a las colecciones de árboles resultan beneficiosas para favorecer la conexión de los jóvenes con la naturaleza, enriquecer los planes de estudios escolares y lo conocimiento de los jóvenes sobre la biodiversidad vegetal. Los resultados de las pruebas preliminares evidenciaron las brechas de conocimiento existentes de los estudiantes sobre estos árboles no nativos. Las nueces pecanas fueron menos conocidas por más estudiantes (desconocidas para 83 %) que las pistacias (desconocidas para 61 %).]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les éducateurs en environnement reconnaissent l'importance de connecter les jeunes à la nature, même si les systèmes éducatifs d'aujourd'hui fonctionnent dans des cadres qui doivent améliorer cette connexion. Cet article contribue à la littérature croissante sur la façon dont les espaces extérieurs peuvent être utilisés et valorisés dans le cadre de pratiques d'apprentissage pour promouvoir le lien des jeunes avec la nature. Ce sont des sujets de plus en plus pertinents en raison des phénomènes de trouble déficitaire de la nature (Louv, 2005) et de la disparité des connaissances sur les plantes (Hiatt et al., 2021), qui interpellent les systèmes éducatifs pour les surmonter. Cette étude se concentre sur les initiatives d'apprentissage en plein air sur les collections d'arbres de noix de pécan [Carya illinoensis (Wangenh.) K. Koch] et de pistachier (Pistacia vera L.). Il suit la méthode Investigation-Action (Clark et al., 2020) qui implique les actions développées, leur analyse et leur discussion. Avec un échantillon de 130 élèves, âgés de 15 à 17 ans, les initiatives de visite des collections d'arbres s'avèrent bénéfiques pour favoriser le lien des jeunes à la nature, enrichir les programmes scolaires et les connaissances des élèves sur la biodiversité végétale. Les résultats des pré-tests ont mis en évidence les lacunes existantes des connaissances des étudiants sur ces arbres non natifs. Les noix de pécan étaient moins connues pour la plupart des étudiants (inconnues pour 83 %) que les pistaches (inconnues pour 61%).]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Nature connection]]></kwd>
<kwd lng="en"><![CDATA[Outdoor learning]]></kwd>
<kwd lng="en"><![CDATA[Education for sustainable development]]></kwd>
<kwd lng="pt"><![CDATA[Ligação à natureza]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem ao ar livre]]></kwd>
<kwd lng="pt"><![CDATA[Educação para o desenvolvimento sustentável]]></kwd>
<kwd lng="es"><![CDATA[Conexión con la naturaleza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje al aire libre]]></kwd>
<kwd lng="es"><![CDATA[Educación para el desarrollo sostenible]]></kwd>
<kwd lng="fr"><![CDATA[Connexion à la nature]]></kwd>
<kwd lng="fr"><![CDATA[Apprentissage en plein air]]></kwd>
<kwd lng="fr"><![CDATA[Éducation au développement durable]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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