University of Oulu

Yli-Panula, E.; Persson, C.; Jeronen, E.; Eloranta, V.; Pakula, H.-M. Landscape as Experienced Place and Worth Conserving in the Drawings of Finnish and Swedish Students. Educ. Sci. 2019, 9, 93.

Landscape as experienced place and worth conserving in the drawings of Finnish and Swedish students

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Author: Yli-Panula, Eija1; Persson, Christel2; Jeronen, Eila3;
Organizations: 1Department of Teacher Education, University of Turku, Turku 20014, Finland
2Faculty of Natural Science, Kristianstad University, Kristianstad 29188, Sweden
3Faculty of Education, University of Oulu, Oulu 90014, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.1 MB)
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Language: English
Published: Multidisciplinary Digital Publishing Institute, 2019
Publish Date: 2019-10-02


Children explore their environment through experiences and each experience is meaningful in developing their environmental consciousness and identity. On the basis of the drawn landscape experiences, the present qualitative study set out to find out what landscapes the participating students deemed worth conserving. The data consisted of the drawings of 11- to 16-year-old Finnish (n = 311) and Swedish (n = 246) students. Deductive and inductive content analyses were used to analyse the data. The results showed that all three landscape types; nature, built, and social were presented in the drawings. Nature and built landscapes were the most frequent types, with the proportion of nature landscapes increasing and that of built landscapes decreasing with age. There were gender and cultural preferences: boys drew built landscapes more often than girls; and Finnish students drew summer cottages, a cultural phenomenon typical of Finnish landscapes, which was not found in Swedish drawings. Similarities in Finnish and Swedish data were identified e.g., in forest and water and “cultural landscapes”. Some of the students displayed a more distant, observing role, whereas others adopted an active one in relation to all three landscape types. The results are discussed in connection to the landscape theories and earlier findings of the drawn environments.

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Series: Education sciences
ISSN: 2227-7102
ISSN-E: 2227-7102
ISSN-L: 2227-7102
Volume: 9
Issue: 2
Article number: 93
DOI: 10.3390/educsci9020093
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Copyright information: © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution(CC BY) license (