Aplicación y evaluación de un modelo didáctico de educación para la ciudadanía ambiental en Portugal por maestras de primaria

Descargas

Visitas a la página del resumen del artículo:  169  

DOI

https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i1.1504

Información

Educación científica y sostenibilidad
1504
Publicado: 08-03-2024
PlumX

Autores/as

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

Educación para la Ciudadanía Ambiental, Educación Primaria, Investigación Basada en el Diseño, Modelo Didáctico.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Amaral, C. y Linhares, E. (2017). Educação em Ciências para a Cidadania: práticas de ativismo com alunos do 1.º CEB. Santarém: ESE do IPS.

Arnold, C. J. y Bogner F. X. (2015). How green attitudes predict acquisition of different cognitive knowledge-types. Conference Paper ESERA 2015.

Bardin, L. (2009). Análise de conteúdo. Edições 70.

Barry, J. (1996). Green political theory: nature, virtue, and progress. PhD thesis. http://theses.gla.ac.uk/1523/

Bonnett, M. y Williams, J. (1998). Environmental education and primary children’s attitudes towards nature and the environment. Cambridge Journal of Education, 28, 159–174. https://doi.org/10.1080/0305764980280202

Cebrián-Robles, D., España-Ramos, E. y Reis, P. (2021). Introducing preservice primary teachers to socioscientific activism through the analysis and discussion of videos. International Journal of Science Education, 43(15), 2457-2478. https://doi.org/10.1080/09500693.2021.1969060

Chawla, L. (2018). Nature-based learning for student achievement and ecological citizenship. Curriculum and Teaching Dialogue, 20(1).

Činčera, J. Romero-Ariza, M., Zabiac, M., Kalaitzidaki, M. y Bedmar, M. del C. D. (2020). Environmental Citizenship in Primary Formal Education. In Hadjichambis, A.C., Reis, P., ParaskevaHadjichambi, D., Činčera, J., Pauw, J.B., Gericke, N. y Knippels, M.C. (Eds). Conceptualizing Environmental Citizenship for 21st Century Education (pp. 163-178). Springer. https://link.springer.com/chapter/10.1007/978-3-030-20249-1_11

Cobb, P., Confrey, J., diSessa, A., Lehrer, R. y Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009

Collado, S., Rosa, C. y Corraliza, J. (2020). The effect of a nature-based environmental education program on children’s environmental attitudes and behaviors: A randomized experiment with primary schools. Sustainability, 12(17), 6817. https://doi.org/10.3390/su12176817

Conceição, T., Baptista, M. y Reis, P. (2019). La contaminación de los recursos hídricos como punto de partida para el activismo socio-científico. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16(1), 1502. http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i1.1502

Costa, A. y Faria, L. (2013). Aprendizagem social e emocional: Reflexões sobre a teoria e a prática na escola portuguesa. Análise Psicológica, 4 (XXXI), 407-424.

Direção-Geral da Educação. (2018). Aprendizagens essenciais 1.º Ciclo do ensino básico: Estudo do meio. Ministério da Educação (Portugal).

Dobson, A. (2003). Citizenship and the Environment. Oxford University Press.

Dobson, A. (2007). Environmental citizenship: towards sustainable development. Sustainable Development, 15(5), 276-285. https://doi.org/10.1002/sd.344

Fenrinha, M. A. P. C. (2011). Contributo da Educação Ambiental/EDS para a Construção da Cidadania no Currículo 1.º Ciclo do Ensino Básico. [Dissertação de Doutoramento, Universidade Nova de Lisboa].

Fisak, B. J., Jr., Richard, D. y Mann, A. (2011). The prevention of child and adolescent anxiety: a meta-analytic review. Prevention Science, 12(3), 255-268. https://doi.org/10.1007/s11121-011-0210-0

García Bermúdez, S., Reis, P. y Vásquez Bernal, B. (2022). Facebook como herramienta para promover el activismo ambiental en las clases de ciencias. Enseñanza de las Ciencias, 40(3), 1-20. https://doi.org/10.5565/rev/ensciencias.2935

Georgiou, Y., Hadjichambis, A.C. y Hadjichambi, D. (2021). Teachers’ Perceptions on environmental citizenship: A systematic review of the literature. Sustainability, 13, 2622. https://doi.org/10.3390/su13052622

Hadjichambis, A.C. y Reis, P. (2020). Introduction to the conceptualisation of environmental citizenship for twenty first century education. In Hadjichambis, A.C., Reis, P., ParaskevaHadjichambi, D., Činčera, J., Pauw, J.B., Gericke, N. y Knippels, M.C. (Eds). Conceptualizing Environmental Citizenship for 21st Century Education (pp. 17-28). Springer. https://doi.org/10.1007/978-3-030-20249-1_1

Hadjichambis, A.C., Paraskeva-Hadjichambi, D. y Georgiou, Y. (2022). Evaluating a Novel Learning Intervention Grounded in the Education for Environmental Citizenship Pedagogical Approach: A Case Study from Cyprus. Sustainability, 14, 1398. https://doi.org/10.3390/su14031398

Horton, D. (2006). Demonstrating environmental citizenship? A study of everyday life among green activists. In Dobson, A., Bell, D. (Eds). Environmental citizenship (127-150). The MIT Press.

Jordan, C. y Chawla, L. (2019). A Coordinated Research Agenda for Nature-Based Learning. Frontier Psychology, 10, 766. https://doi.org/10.3389/fpsyg.2019.00766

Kopnina, H. (2014). Sustainability in environmental education: new strategic thinking. Environment Development and Sustainability, 17(5). https://doi.org/10.1007/s10668-014-9584-z

Kowasch, M., Cruz, J., Reis, P., Gericke, N. y Kicker, K. (2021). Climate Youth Activism Initiatives: Motivations and Aims, and the Potential to Integrate Climate Activism into ESD and Transformative Learning. Sustainability, 13, 11581. https://doi.org/10.3390/su132111581

Leopold, A. (1949). A Sand County Almanac and Sketches Here and There. Oxford University Press.

Linhares, E. y Reis, P. (2016). Agir e sensibilizar: práticas de educação ambiental na formação inicial de professores. Encuentros de Didáctica de las Ciencias Experimentales, 27, 1557-1564.

Linhares, E. y Reis, P. (2022). Práticas de Cidadania Ambiental na Formação Inicial de Professores de Educação Básica: Um Estudo de Caso. Revista Interuniversitaria de Formación del Profesorado, 97(36.1), 163-184. https://doi.org/10.47553/rifop.v97i36.1.92499

Lloyd, A. y Gray, T. (2014). Place-based outdoor learning and environmental sustainability within Australian primary schools. Journal of Sustainability Education.

Lock, S. y Barrett, P. M. (2003). A longitudinal study of developmental differences in universal preventive intervention for child anxiety. Behaviour Change, 20(4), 183-199. https://doi.org/10.1375/bech.20.4.183.29383

Mänty, K., Järvenoja, H. y Törmänen, T. (2020). Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation. International Journal of Educational Research, 102. https://doi.org/10.1016/j.ijer.2020.101589

Mason, K. (2014). Becoming Citizen Green: prefigurative politics, autonomous geographies, and hoping against hope. Environmental Politics, 23. https://doi.org/10.1080/09644016.2013.775725

Marques, A. y Reis, P. (2015). Ativismo coletivo fundamentado em investigação através da produção e divulgação de vodcasts sobre poluição ambiental no 8. ano de escolaridade. Da Investigação às Práticas, 7(2), 5–21.

Marques, A. R. y Reis, P. (2017). Producción y difusión de vídeos digitales sobre contaminación ambiental. Estudio de caso: Activismo colectivo basado en la investigación. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14, 215-226. http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i1.16

Meerah, T.S.M., Halim, L. y Nadeson, T. (2010). Environmental citizenship: What level of knowledge, attitude, skill, and participation the students own? Procedia Social and Behavioral Science, 2(2), 5715–5719. https://doi.org/10.1016/j.sbspro.2010.03.933

Mogren, A., Gericke, N. y Scherp, H. Å. (2018). Whole School Approaches to Education for Sustainable Development: A Model That Links to School Improvement. Environmental Education Research, 25(4), 1–24. https://doi.org/10.1080/13504622.2018.1455074

Monte, T. y Reis P. (2021). Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education. Sustainability, 13(11), 6000. https://doi.org/10.3390/su13116000

Monte, T. y Reis, P. (2022). Avaliação de um modelo pedagógico de educação para a cidadania ambiental por especialistas em educação ambiental. Uni-Pluriversidad, 22(2), 1–17. https://doi.org/10.17533/udea.unipluri.349593

Pallett, H. (2017). Environmental citizenship. In D. Richardson, N. Castree, M. F. Goodchild, A. Kobayashi, W. Liu, y R. A. Marston (Eds.), International Encyclopedia of Geography: People, the Earth, Environment and Technology Wiley. https://doi.org/10.1002/9781118786352

Pedroso, J. V. (Coord.). (2017). Perfil dos alunos à saída da escolaridade obrigatória. Direção-Geral de Educação.

Pedroso, J. V. (Coord.). (2018). Referencial de Educação Ambiental para a Sustentabilidade para a Educação Pré-Escolar, o Ensino Básico e o Ensino Secundário. Direção-Geral de Educação.

Plomp, T. (2013). Educational Design Research: An Introduction. In Tjeerd Plomp e Nienke Nieveen (Eds.). Educational Design Research – Part A: An Introduction (pp. 10-51). SLO, Netherlands institute for curriculum development.

Ponte, J.P., Carvalho, R., Mata-Pereira, J. y Quaresma, M. (2016). Investigação baseada em design para compreender melhor as práticas educativas. Quadrante, 25(2), 77-98. https://repositorio.ul.pt/handle/10451/28786

Reis, P. (2013). Da discussão à ação sócio-política sobre controvérsias sócio-científicas: uma questão de cidadania. Ensino de Ciências e Tecnologia em Revista, 3(1), 1-10.

Reis, P. y Tinoca, L. (2018). A avaliação do impacto do projeto “We Act” nas percepções dos alunos acerca das suas competências de ação sociopolítica. Revista Brasileira de Ensino de Ciência e Tecnologia, 11(2), 214-231. https://repositorio.ul.pt/handle/10451/34806

Reis, P. (2020). Environmental Citizenship & Youth Activism. In A. Ch. Hadjichambis, P. Reis, D. Paraskeva-Hadjichambi, J. Čincera, J. Boeve-de Pauw, N. Gericke y M.-C. Knippels (Eds.). Conceptualizing Environmental Citizenship for 21st Century Education (pp. 139-148). Springer.

Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H. y Hemmo, V. (2007). Science Education Now: A Renewed Pedagogy for the future of Europe. Comissão Europeia.

Roeser, R. W. y Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44, 119–136. https://doi.org/10.1080/00461520902832376

Sarid, A. y Goldman, D. A (2021). Value-Based Framework Connecting Environmental Citizenship and Change Agents for Sustainability—Implications for Education for Environmental Citizenship. Sustainability, 13, 4338. https://doi.org/10.3390/su13084338

Schild, R. (2016). Environmental citizenship: What can political theory contribute to environmental education practice? The Journal of Environmental Education, 47(1), 19–34. https://doi.org/10.1080/00958964.2015.1092417

Shumacher, S., Fuhrman N. y Duncan, D. (2012). The Influence of School Culture on Environmental Education Integration: A Case Study of an Urban Private School System. Journal of Agricultural Education, 53(4), 141–155. https://doi.org/10.5032/jae.2012.04141

Smith, M. (1998). Ecologism: Towards ecological citizenship. University of Minnesota Press.

Szczytko, R., Carrier, S. J. y Stevenson, K. T. (2018). Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students with Emotional, Cognitive, and Behavioral

Disabilities. Frontiers of Education, 3(46). https://doi.org/10.3389/feduc.2018.00046

Ucan, S. (2017). Changes in primary school students’ use of self and social forms of regulation of learning across collaborative inquiry activities. International Journal of Educational Research, 85, 51–67. http://doi.org/10.1016/j.ijer.2017.07.005

UNESCO (2015). Rethinking Education Towards a global common good? https://unevoc.unesco.org/e-forum/RethinkingEducation.pdf

UNESCO (2019). Educational Content up Close: Examining the Learning Dimensions of Education for Sustainable Development and Global Citizenship Education. https://unesdoc.unesco.org/ark:/48223/pf0000372327

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Harvard University Press.

York, R. A. (2014). Re-connecting with nature: Transformative Environmental education through the arts. [Doctoral dissertation, University of Toronto].