To understand the views of nature held by undergraduate students training to be teachers, questionnaires were administered to 286 students in the Faculty of Education, at Shinshu University, in Nagano City, central Japan, in 2005. These questionnaires focused on investigating childhood circumstances, especially daily life and surroundings in childhood, and the ability to recognize common Japanese plants and trees. The questionnaire showed that many undergraduate students had lived in rural areas or had been in frequent contact with elderly people in their childhoods. There tend to be more opportunities for interacting with elderly people in rural areas than in urban areas. Specifically, the undergraduate students who had lived in rural areas, and who had been in frequent contact with elderly people, played outside more frequently as children than did those who had not had such experiences. They also had more knowledge of plants and their traditional uses, suggesting that childhood circumstances influenced their recognition of common species, to some extent. Conversely, there was no significant relationship between the recognition of other traditional plants and childhood circumstances. The main reason for this finding was that families stopped using traditional plants in their daily lives in the 1960s, and this, combined with a decline in plant habitats, led to the stagnation of a tradition that had been established between generations. Most of the undergraduate students stated that the cherry (e.g., Prunus×yedoensis) was a representative tree in Japan, followed by pine (Pinus spp.), cedar (Cryptomeria japonica), and cypress (Chamaecyparis obtusa), in that order. This trend was not significantly related to childhood circumstances. As typical trees in Nagano Prefecture, most of the undergraduate students recognized the Japanese white birch (Betula platyphylla var. japonica). Significantly, 60% of undergraduate students who mentioned "birch" came from Nagano Prefecture. Although the recognized trees were generally common species, most of the recognized trees, except for cherry, could have been derived from combining fragmentary knowledge and acquired images, rather than from the practice of tradition in their daily lives. Consequently, considering their roles in nature/environmental education as future schoolteachers, and based on the awareness of undergraduate students of nature as revealed in this study, it would seem that such knowledge should be included in teacher training. For example, to understand nature better, it would be effective to use familiar subjects related to nature, such as local customs, culture, and seasonal events. This would make it easier for undergraduate students to understand the relationships between nature and humans from an ecological perspective.
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