This study investigates the concept of “connectedness to nature” among students from an indigenous Bedouin community, whose relationship with nature is influenced by a variety of cultural, social and environmental factors, not least of which is the fact that the environment in which they live is highly contaminated. We asked 294 fifth- and sixth-grade students (130 boys and 164 girls), who live in the highly rural Bedouin villages in Israel’s Negev desert, to complete an open questionnaire that was specifically designed to elicit detailed information about these particular students’ connection to nature. The paper presents the results of two analyses of this questionnaire. The first—a quantitative analysis—divides the students’ answers into five aspects of connectedness to nature (nature enjoyment, empathy for living creatures, sense of oneness, sense of responsibility and experience of nature in my immediate environment). The second—an inductive, qualitative analysis of the students’ explanations and elaborations of their answers—provides a more nuanced description of the various social, historical and situational factors that influence these students’ relationship with their environment. It then addresses the tension between these two analyses, highlighting the limitations of “traditional” categories of nature connectedness while showing how these can nevertheless be used to elicit detailed, complex and pertinent information. It concludes by demonstrating how this information, if analyzed critically through its correspondence, or lack of correspondence, with the original assumptions of the statements that elicited it, might be used in the development of place-based environmental education programs for specific populations.

这项研究调查了来自贝都因人土著社区的学生中的“与自然联系”的概念，这些学生与自然的关系受到各种文化，社会和环境因素的影响，其中最重要的是他们所居住的环境被高度污染。我们要求294位五年级和六年级的学生（130位男生和164位女孩）生活在以色列内盖夫沙漠中高度乡村的贝都因人村庄，他们完成了一份公开问卷，该问卷专门用于获取有关这些特定学生的联系的详细信息。自然。本文介绍了此问卷的两次分析的结果。第一个是定量分析，将学生的答案分为与自然联系的五个方面（自然享受，对生物的同理心，一体感，在我附近的环境中的责任感和自然经验）。第二个是对学生的解释和答案的归纳性的定性分析，对影响学生与环境关系的各种社会，历史和情境因素进行了更为细致的描述。然后，它解决了这两种分析之间的矛盾，强调了自然联系的“传统”类别的局限性，同时展示了如何将其用于引发详细，复杂和相关的信息。最后，我们将说明该信息，如果通过其对应关系或缺乏对应关系进行了严格分析，则采用引起该陈述的陈述的原始假设，