Latin American and Spanish teachers' perception of climate change: approaches from a teacher education MOOC
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https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2021.v3.i2.2604Info
Authors
- Diego Corrochano Fernández (ES) Departamento de Didáctica de la Matemática y de las Ciencias Experimentales, Universidad de Salamanca, España.
- Enzo Rainiero Ferrari Lagos (ES) Departamento de Didáctica de la Matemática y de las Ciencias Experimentales, Universidad de Salamanca, España.
- Santiago Andrés Sánchez (ES) Departamento de Didáctica de la Matemática y de las Ciencias Experimentales, Universidad de Salamanca, España.
- Miguel Ángel Fuertes Prieto (ES) Departamento de Didáctica de la Matemática y de las Ciencias Experimentales, Universidad de Salamanca, España.
- Pablo Herrero Teijón (ES) Departamento de Didáctica de la Matemática y de las Ciencias Experimentales, Universidad de Salamanca, España.
- Anne Marie Ballegeer (ES) Departamento de Didáctica de la Matemática y de las Ciencias Experimentales, Universidad de Salamanca, España.
- Laura Delgado Martín (ES) Departamento de Didáctica de la Matemática y de las Ciencias Experimentales, Universidad de Salamanca, España.
- Camilo Ruiz Méndez (ES) Departamento de Didáctica de la Matemática y de las Ciencias Experimentales, Universidad de Salamanca, España.
Abstract
This study focuses on analyzing the beliefs that Spanish and Latin American teachers have about climate change, paying special attention to their general perception of the phenomenon, awareness, concerns and knowledge about certain scientific concepts. To collect information, a questionnaire of 38 closed-response items (questions and statements) was used, which was answered by a total of 85 pre-university teachers during an online teacher education course on climate change. Regardless of their place of origin, Spain or Latin America, the teachers presented very similar results in the aspects considered in the study, with very few of them showing significant differences. Teachers believe that the phenomenon is real and caused by human activity, but despite recognizing the threat to health it poses, they perceive it as something that will affect more to future generations. Both groups share the idea that society is not prepared to adopt adaptation and mitigation measures. In addition, several misconceptions about the scientific knowledge have been detected , which are in agreement with similar studies carried out in other contexts with general population. Finally, some implications for teacher education are discussed.
Keywords: Climate change; Education; Teachers; Spain; Latin America.
Percepción del profesorado latinoamericano y español sobre el cambio climático: aproximaciones desde un MOOC de formación docente
Resumen: Este estudio se centra en analizar las creencias que tienen profesores de España y Latinoamérica sobre el cambio climático, prestando especial atención a la percepción general que tienen del fenómeno, la concienciación, las preocupaciones y al conocimiento de determinados fundamentos científicos. Para recoger la información, se utilizó un cuestionario de 38 ítems (preguntas y afirmaciones) de respuesta cerrada que respondieron un total de 85 profesores de niveles preuniversitarios durante un curso online de formación docente sobre el cambio climático. Independientemente del lugar de procedencia, España o América Latina, los profesores presentan entre ellos resultados muy similares en los aspectos considerados en el estudio, registrándose diferencias significativas en muy pocos de ellos. Creen que el fenómeno es algo real y provocado por la actividad humana, pero a pesar de reconocer la amenaza para la salud que supone, sostienen que afectará más gravemente a futuras generaciones. Ambos grupos comparten la idea de que la sociedad no está preparada para adoptar medidas de adaptación y mitigación. Además, se ha detectado entre el profesorado varias concepciones alternativas sobre los fundamentos científicos y los conocimientos conceptuales que tienen sobre el problema, que están en concordancia con estudios similares realizados en otros contextos con la población en general. Por último, se discuten algunas implicaciones en la formación docente.
Palabras clave: Cambio climático; Educación; profesores; España; Latinoamérica.
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Copyright (c) 2022 Diego Corrochano Fernández, Enzo Rainiero Ferrari Lagos, Santiago Andrés Sánchez, Miguel Ángel Fuertes Prieto, Pablo Herrero Teijón, Anne Marie Ballegeer, Laura Delgado Martín, Camilo Ruiz Méndez
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