Producción y difusión de vídeos digitales sobre contaminación ambiental. Estudio de caso: Activismo colectivo basado en la investigación

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Educación científica y sostenibilidad
pp. 215-226
Publicado: 06-11-2016

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Resumen

La probabilidad de que los estudiantes emprendan una ciudadanía activa en el futuro es mayor si los alentamos a actuar ahora, proporcionándoles oportunidades de hacerlo y de asumirse como ciudadanos capaces de contribuir a la solución de los problemas de nuestra sociedad actual. La presente investigación, con la participación de un grupo de estudiantes de entre 12 y 13 años de edad y las disciplinas de las Ciencias Naturales y las Tecnologías de la Información y la Comunicación, tuvo como objetivo el estudio de los efectos de la realización y difusión de vídeos digitales sobre el tema de la contaminación ambiental en las percepciones que los alumnos tienen sobre su propia capacitación para la acción y el desarrollo de competencias de activismo. La producción de vídeos digitales por estudiantes, generalmente asociada al ocio y el entretenimiento, puede utilizarse como una actividad de la enseñanza y, particularmente, el aprendizaje de las ciencias. En este estudio, su realización y posterior divulgación también se utilizó como estrategia de activismo destinada a la educación. El estudio, centrado sobre todo en un análisis cuantitativo, integra un estudio más amplio, de naturaleza mixta. Los resultados muestran una evolución positiva en la percepción de los estudiantes sobre su capacidad de acción, así como el desarrollo de competencias básicas para la acción colectiva basada en la investigación.

Palabras clave: Educación en ciencias; Activismo; Aprendizaje por investigación; Vídeo digital.

Production and dissemination of digital videos on environmental pollution. Case Study: Collective research-based Activism

The likelihood that students pursue an active citizenship in the future is increased if we encourage them to act now, in the present, providing them with opportunities to do so, and regarding them as citizens capable of contributing to the solution of current problems. The present research, involving a group of students from the 8th grade (12 to 13 years old) and the subjects of Natural Sciences and Information and Communication Technologies, had the purpose of studying the impact of the production and dissemination of vodcasts, subordinated to the theme of environmental pollution, in the perceptions of students regarding their capacity for action and their development of activism skills. The construction of vodcasts by students, being usually associated with leisure and entertainment, can also be used as an activity for science teaching and learning. In this study, its production and subsequent dissemination was also used as a strategy for activism aimed at education. The study followed a quantitative approach, and is part of a larger quali-quantitative study. The results show a positive evolution in students' perceptions regarding their empowerment for action, and the development of basic skills for research based collective action.

Keywords: Science education; Activism; Inquiry-based learning, Vodcasts.

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Biografía del autor/a

Ana Rita Marques

Bióloga e professora de Biologia e Geologia, formada, respetivamente, pela Faculdade de Ciências e pelo Instituto de Educação da Universidade de Lisboa. Bolseira de Investigação no IE-UL, tem vindo a desenvolver um percurso na investigação em Educação, nomeadamente na Didática das Ciências, participando em projetos de investigação nacionais e europeus. Integra a equipa portuguesa do Projeto Europeu IRRESISTIBLE, no âmbito do qual se encontra a desenvolver o seu Doutoramento em Educação, na especialidade da Didática das Ciências. Interessa-se particularmente pela discussão de temas socio-científicos e socio-ambientais controversos; pela capacitação dos jovens para a ação sociopolítica coletiva, fundamentada em investigação, através de iniciativas de ativismo em contexto escolar; pela integração das TIC na educação; e pelo desenvolvimento profissional do professor através de comunidades de prática e de aprendizagem.

Pedro Reis

Works as associate professor, researcher and sub-director at the IE-UL, where he coordinates the PhD Programme on Science Education. He is specifically interested in activist science and technology education;the discussion of socio-scientific and socio-environmental issues in science and environmental education; science education in different contexts – formal and informal; teachers’ professional development; and ICT integration in education.

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