Aplicación y evaluación de un modelo didáctico de educación para la ciudadanía ambiental en Portugal por maestras de primaria
DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i1.1504Información
Autores/as
- Teresa Monte (PT) Instituto de Educación, Universidad de Lisboa. Portugal. https://orcid.org/0000-0002-6175-2308
- Pedro Reis (PT) Instituto de Educación, Universidad de Lisboa. Portugal. https://orcid.org/0000-0002-9549-2516
Resumen
Este artículo evalúa la implementación de un modelo pedagógico de educación para la ciudadanía ambiental en el primer ciclo de educación básica (1º CEB), en Portugal (alumnos entre 6 y 10 años). El objetivo era probar un modelo didáctico en un contexto escolar real, intentando responder a las siguientes preguntas de investigación: (1) ¿Cuáles son los principales factores que apoyan o justifican la implantación de un modelo didáctico de educación para la ciudadanía ambiental en el 1º CEB? (2) ¿Cuáles son los principales factores que dificultan la implantación de un modelo didáctico de educación para la ciudadanía ambiental en el 1º CEB, y cómo superarlos? (3) ¿Cómo interpreta el profesorado de primaria el modelo didáctico y lo ponen en práctica en el aula? (4) ¿Cuál es la percepción del profesorado de 1º CEB sobre la idoneidad de este modelo para la realización de una educación para la ciudadanía ambiental en este nivel de escolarización? Este trabajo constituye una de las iteraciones de una Investigación Basada en el Diseño cuyo objetivo es desarrollar un Modelo Didáctico para la educación para la ciudadanía ambiental en el 1º de CEB en Portugal. Esta implementación se llevó a cabo en cuatro escuelas públicas, en Portugal, con 23 clases (dirigidas por 23 maestras) y unos 500 estudiantes en total, repartidos en 4 cursos escolares (1º a 4º). A partir de la observación directa, notas de campo y entrevistas semiestructuradas con las maestras, se respondió a las cuestiones de investigación y se identificaron sus percepciones sobre las principales competencias a desarrollar por los estudiantes, así como las respectivas metodologías y estrategias educativas consideradas más adecuadas para una educación promotora de competencias de ciudadanía ambiental en la enseñanza primaria. Además, fue posible observar cómo las maestras implementaron en el aula el modelo didáctico propuesto e identificar las dificultades experimentadas durante su aplicación.
Palabras clave: Educación para la Ciudadanía Ambiental, Educación Primaria, Investigación Basada en el Diseño, Modelo Didáctico.
Implementation and evaluation of a pedagogical model of education for environmental citizenship in Portugal by primary school teachers
Abstract: This article evaluates the implementation of a pedagogical model of education for environmental citizenship in primary education, in Portugal (students between 6 and 10 years old). The objective was to test a pedagogical model in a real school context, trying to answer the following research questions: (1) What are the main factors that support or justify the realization of an education for environmental citizenship in primary education? (2) What are the main factors that make difficult to conduct an education for environmental citizenship in primary education, and how to overcome them? (3) What are the perceptions of the primary education teachers about the suitability of this model for conducting an education for environmental citizenship at this school level? This test is one of the iterations of a Design-Based Research aimed to design a pedagogical model of education for environmental citizenship in primary education, in Portugal. This implementation was carried out in four public schools, in Portugal, with 23 classes (guided by 23 teachers), and about 500 students, in total, distributed over the 4 years of schooling. Based on direct observation, field notes and semi-structured interviews with teachers, it was possible to answer the research questions as well as identify their perceptions regarding the main skills to be developed by students, the respective methodologies and the teaching-learning strategies considered the most appropriate for an education that promotes environmental citizenship skills.
Keywords: Education for environmental citizenship, Primary education, Design-based research, Pedagogical model.
Palabras clave
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