The Challenge of Global Environmental Change: AttitudinalTrends in Teachers-In-Training

[Abstract] The aim of our research was to study attitudinal trends in Spanish trainee teachers regarding Global Environmental Change (GEC), in order to identify elements that should be enhanced in their education. The Scale of Global Environmental Change (SGEC) was used as a measurement instrument to explore attitudes on how to deal with GEC. A cluster analysis of the scores of the four SGEC factors (N = 950) was carried out in order to segment the cases into groups of similar response profiles. Two solutions are proposed: one made up of two clusters (Concerned and Disengaged) and the other of four clusters (Egocentric, Indifferent, Sceptical and Committed). Furthermore, we have analysed whether some of the students’ characteristics significantly influence their inclusion in one cluster or another. The results of this study show that among trainee teachers there are sceptical, self-centered and indifferent trends, which do not correspond to people capable of promoting the transformation needed to deal with GEC. Therefore, it is necessary to improve their training with new educational models that favour the recognition of the real origin of socio-environmental problems and provide them with skills to promote individual and social responsibility.Ministry of Science, Innovation and Universities (Spain) EDU2017-82915-R FEDER/Ministry of Science, Innovation and Universities–Agencia Estatal de Investigación (Spain) / ESPIGA Project PGC2018-096581-B-C22

In Search of Transformative Learning for Sustainable Development: Bibliometric Analysis of Recent Scientific Production

Section.Higher EducationThis article is part of the Research Topic: Transformative Learning, Teaching and Action in the Most Challenging Times[Abstract] Transformative learning is a key element when it comes to making progress toward sustainable development. This goal requires an education that fosters the empowerment of people and the transformation of institutions, prepares for the necessary changes, facilitates resilience and encourages sustainable actions. The aim of this paper is to review the academic production on transformative learning in relation to the pursuit of sustainable development. To do so, a bibliometric analysis was conducted of the publications included in the Scopus databases for the 2003–2020 period, in order to explore its evolution, identify the main themes of which the field of knowledge is composed, and identify its main references and the network of collaborations between researchers and universities worldwide. During this period, scientific production has increased considerably, with a particular focus on adult education and competency development. At the same time, English-speaking dominance and the prevalence of Western origin has been observed. There is a need for more global, connected, and pluralistic research that is focused on diverse sociocultural contexts, research that factors in inequality and environmental justice and which calls into question the current socioeconomic model. A debate should also be started on which means of publication are the most appropriate for defending the quest for sustainability.This research was funded by FEDER/Ministry of Science, Innovation and Universities – State Investigation Agency (Spain)/ESPIGA Project (“Scientific thinking and scientific practices in the post-truth era: Promoting epistemic performances in school, aiming to critical and empowered citizenship”, Grant No. PGC2018-096581-B-C22) and the University of Vig

In search of transformative learning for sustainable development: bibliometric analysis of recent scientific production

Transformative learning is a key element when it comes to making progress toward sustainable development. This goal requires an education that fosters the empowerment of people and the transformation of institutions, prepares for the necessary changes, facilitates resilience and encourages sustainable actions. The aim of this paper is to review the academic production on transformative learning in relation to the pursuit of sustainable development. To do so, a bibliometric analysis was conducted of the publications included in the Scopus databases for the 2003–2020 period, in order to explore its evolution, identify the main themes of which the field of knowledge is composed, and identify its main references and the network of collaborations between researchers and universities worldwide. During this period, scientific production has increased considerably, with a particular focus on adult education and competency development. At the same time, English-speaking dominance and the prevalence of Western origin has been observed. There is a need for more global, connected, and pluralistic research that is focused on diverse sociocultural contexts, research that factors in inequality and environmental justice and which calls into question the current socioeconomic model. A debate should also be started on which means of publication are the most appropriate for defending the quest for sustainability.Agencia Estatal de Investigación | Ref. PGC2018-096581-B-C22Universidade de Vig

Dealing with global environmental change: the design and validation of the GEC attitude scale

Global Environmental Change (GEC) refers to alterations in the structure and functioning of Earth Systems arising from the detrimental effects of human activities in the biophysical and socioeconomic spheres. This study constructs and validates a scale to measure GEC-related attitudes (SGEC) for use with educators and the public. The results, which were validated by a wide sample (N¼962), show a factor structure of four well-defined interrelated factors (v2 ¼ 268.75; p < .000; v2/gl ¼ 1.84; AIC ¼ 394.75; CFI ¼ .934; RMSEA ¼ .042 [.034 .050]), with reliability (a ¼ .817, glb ¼ .894, X ¼ .855). The factors were Social Responsibility (SR), Need to Cope (NC), Individual Responsibility (IR), Anthropogenic Origin (AO). These factors and findings suggest the SGEC can provide relevant information on: (i) awareness of the anthropogenic origins of GEC, (ii) perceptions of the need to deal with GEC, and attributions of (iii) social and (iv) individual responsibility in solving and mitigating GEC-related problems.Agencia Estatal de Investigación | Ref. EDU2017-82915-RAgencia Estatal de Investigación | Ref. PGC2018-096581-B-C2

Digital competence of teachers in terms of content creation: self-perception of teachers in educational-scientific training in Galicia (Spain)

The current health emergency, caused by the SARS-CoV-2 virus, has presented teachers at all levels of education with the challenge of online education, which, in many cases, has meant redesigning the teaching and learning process. In this context, teachers have had to develop, in record time, the necessary skills to continue teaching. Within this framework, a study has been presented on the self-perception a group of teachers in initial training in Galicia (Spain) have about their level of digital teaching competence, in general, and about their knowledge as professionals capable of creating educational digital content. For this purpose, an ad hoc questionnaire was developed, based on the Common Framework for Digital Competence in Teaching and the international frameworks of the International Society for Technology Education (ISTE) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), with the participation of students linked to educational-scientific subjects in the Early Childhood Education and Primary Education degrees at the University of Vigo during the academic year 2019-2020. The results of the study show a medium-low level in “digital competence” and in the sub-competence of “content creation”. In contrast, there is a very positive attitude towards the educational use of information and communication technologies (ICT). Furthermore, the results indicate that personal circumstances such as gender, age and the educational level of the subject’s mother may influence the future teachers’ perception of their knowledge, skills and attitudes towards ICT and the creation of digital content.La actual situación de emergencia sanitaria, originada por el virus SARS-CoV-2, ha colocado al profesorado, de todos los niveles educativos, ante el reto de la educación en línea lo que, en muchos casos, ha supuesto la reformulación del proceso de enseñanza y aprendizaje. En este contexto, el profesorado ha tenido que hacer frente, en tiempo récord, al desarrollo de las competencias necesarias para poder continuar enseñando. En este marco, se presenta un estudio sobre la autopercepción que un grupo de profesorado en formación inicial de Galicia (España) tiene sobre su nivel de competencia digital docente, en general, y sobre sus conocimientos como profesionales capaces de crear contenido digital didáctico, en particular. Para ello, se ha elaborado un cuestionario&nbsp;ad hoc, partiendo del Marco común de competencia digital docente y de los marcos internacionales de International Society for Technology Education (ISTE) y Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco), en el que ha participado el estudiantado vinculado a materias didáctico-científicas de los grados de Educación infantil y de Educación primaria de la Universidad de Vigo, durante el curso 2019-2020. Los resultados del estudio muestran un nivel medio-bajo en “competencia digital” y en la subcompetencia de “creación de contenidos”. Frente a esto, se aprecia una actitud muy positiva ante el uso educativo de las tecnologías de la información y comunicación (TIC). Además, los resultados indican que existen circunstancias personales como el sexo, la edad y los estudios de la madre que pueden influir en la percepción que el futuro profesorado tiene sobre sus conocimientos, habilidades y actitudes frente a las TIC y para la creación de contenido digital

Aprender a interpretar la acidificación oceánica con recursos on-line y experimentación contextualizada

En este artículo se presenta una experiencia de introducción al proceso de acidificación oceánica -disminución del pH del agua del mar- en aulas de Ciencias Experimentales del Grado en Educación Primaria, utilizando recursos on-line y experimentación contextualizada, para contribuir al desarrollo de competencias científicas y formular propuestas de mejora del currículo en el marco de la educación para la sustentabilidad. Se ha contribuido a la adquisición de conocimientos, a la interpretación del proceso estudiado y a la concienciación ambiental. Se han hecho propuestas de mejora del currículo y se han formulado preguntas que darán origen a nuevas investigaciones. Finalmente, se señalan limitaciones de la experiencia relativas a su novedad y a la escasez de recursos didácticos adecuados.In this paper we present an introductory experience of the process of Ocean Acidification -decrease in the pH of sea water-, as part of the Experimental Sciences course of the Bachelor's Degree in Primary Education. The experience involved the use of on-line resources and contextualized experimentation, in order to promote student's development of scientific competences and to formulate proposals of improvement within the framework of education for sustainability. Satisfactory results are shown in terms of knowledge acquisition, interpretation of the process analyzed here and awareness of environmental problems. We suggest improvements in the educational curriculum and formulate questions which can generate new research. Finally, limitations of the experience regarding its novelty and the lack of adequate educational resources are discussed

Concepciones sobre la naturaleza de la ciencia en el profesorado en formación inicial

Se ha diseñado y validado un cuestionario, a fin de indagar sobre las concepciones acerca de la ciencia y su naturaleza (NOS) en el profesorado en formación inicial, a partir de cuyos resultados se diseñarán posteriores intervenciones didácticas sostenidas de enseñanza de la NOS en el aula. Se describe el cuestionario, la muestra (N = 385) y el procedimiento de validación. La escala tiene una fiabilidad y validez correctas, por lo que se concluye que puede ser de utilidad para la investigación relacionada con esta temática. También se realiza un análisis clúster de las puntuaciones en los factores de la escala, con el fin de segmentar los casos en grupos de perfiles de respuestas similares y elaborar «Tipos docentes».A questionnaire has been designed and validated to investigate the conceptions about science and its nature (NOS) among teachers in initial training, from whose results subsequent didactic interventions of teaching NOS in the classroom will be designed. The questionnaire, the sample (N = 385) and the validation procedure are described. The scale has a correct reliability and validity, so it is concluded that it can be useful for research related to this topic. A cluster analysis of the scale factor scores is also carried out, so as to segment the cases into groups of similar response profiles and to draw up «Teaching Types»

Do the Personal Attributes of Teachers in Training Affect Their Attitudes Towards Transformative Environmental Education?

[Resumen] El desafío ambiental es uno de los principales retos que debe afrontar el profesorado. La finalidad de este estudio fue conocer cómo las características y circunstancias personales pueden influir en las actitudes del futuro profesorado hacia una educación ambiental transformadora. Para ello se empleó una muestra de 889 estudiantes de los Grados en Educación Infantil y Primaria españoles, analizándose sus puntuaciones en los factores de la escala validada Attitudes Scale toward Environmental Education (ASEE), mediante técnicas de estadística descriptiva e inferencial. Los resultados obtenidos indican que factores como el sexo, el tipo de escuela preuniversitaria y la educación de las familias deben ser tenidos en cuenta, ya que tienen implicaciones prácticas para la formación de los futuros docentes en lo que denominamos una educación ambiental transformadora.[Abstract] The environmental challenge is one of the main challenges facing teachers. The aim of this study is to find out how personal attributes and circumstances can influence the attitudes of future teachers towards transformative Environmental Education. For this purpose, a sample of 889 students from the Spanish Infant and Primary Education Grades was used, analyzing their scores in the factors of the validated questionnaire Attitudes Scale toward Environmental Education (ASEE) by means of descriptive and inferential statistical techniques. The results obtained indicate that factors such as gender, type of pre-university school and family education should be considered, and all this has practical implications for the training of future teachers in what we call Transformative Environmental Education.Los autores agradecen a los proyectos financiados por el Ministerio de Ciencia, Innovación y Universidades de España (EDU2017-82915-R) y FEDER/Ministerio de Ciencia, Innovación y Universidades de España – Agencia Estatal de Investigación / Proyecto ESPIGA (“Promoviendo el Desarrollo del Pensamiento Crítico y de las dimensiones de Implicación Cognitiva y Emocional de los desempeños Epistémicos en las Clases de Ciencias en la Era de la Posverdad”), referencia PGC2018-096581-B-C2

How to promote socio-environmental activism? An educational proposal based on transformative learning and media literacy

Actualmente son necesarias propuestas educativas que promuevan la sostenibilidad mediante activismo digital. El objetivo de este estudio fue evaluar la movilización de competencias digitales docentes a través de la creación de storytellings sobre la Fast Fashion. Su análisis mostró cómo estas experiencias pueden propiciar el desarrollo de capacidades de comunicación y colaboración, como son la participación para la creación de contenidos, la participación ciudadana en línea o la capacidad para compartir contenidos. Los vídeos creados relacionan las acciones cotidianas con las consecuencias socioambientales y llaman a la transición hacia formas de consumo conscientes, mostrando su potencial creativo e inspirador.Nowadays, there is a need for educational proposals that promote Sustainability through digital activism. The objective of this study was to evaluate the mobilization of teachers’ digital competences through the creation of storytelling about Fast Fashion. Its analysis showed how these experiences can foster the development of skills in communication and collaboration, such as participation in the creation of content, online citizen participation or the ability to share content. The videos created relate everyday actions with socio-environmental consequences and call for a transition towards conscious consumption, showing their creative and inspirational potential

Jugando con el agua en un aula de Educación Infantil para explicar cambios de estado

Se presenta una experiencia didáctica llevada a cabo en un aula mixta de Educación Infantil con alumnado de 3, 4 y 5 años, durante 12 sesiones, con el fin de iniciar al alumnado en prácticas científicas escolares en un ambiente lúdico. Se han examinado las representaciones y experiencias previas acerca del agua y sus cambios de estado, y se ha comprobado su evolución positiva. La secuencia de actividades sigue el Ciclo de Aprendizaje de Karplus. Los resultados muestran el interés existente desde edades tempranas por explorar los fenómenos del entorno, así como por formular preguntas y sugerencias. Palabras clave: Experiencia didáctica, Educación Infantil, Ciclo de Karplus, Cambios de estado del agua Playing with water in a kindergarten classroom to explain state changes Abstract: A learning experience, carried out in a mixed classroom of early childhood education with students of 3, 4 and 5 years old, during 12 sessions, with the purpose of initiating students in school science practices in a playful environment, is presented. Previous representations and experiences about water and its changes of state have been examined, and their positive evolution has been verified. The sequence of activities has been designed following the Karplus Learning Cycle. The results show the existing interest from an early age in exploring the phenomena of the environment, as well as in formulating questions and suggestions. Keywords: Learning experience, Early childhood education, Karplus Cycle, Water state changesSe presenta una experiencia didáctica llevada a cabo en un aula mixta de Educación Infantil con alumnado de 3, 4 y 5 años, durante 12 sesiones, con el fin de iniciar al alumnado en prácticas científicas escolares en un ambiente lúdico. Se han examinado las representaciones y experiencias previas acerca del agua y sus cambios de estado, y se ha comprobado su evolución positiva. La secuencia de actividades sigue el Ciclo de Aprendizaje de Karplus. Los resultados muestran el interés existente desde edades tempranas por explorar los fenómenos del entorno, así como por formular preguntas y sugerencias. Palabras clave: Experiencia didáctica, Educación Infantil, Ciclo de Karplus, Cambios de estado del agua Playing with water in a kindergarten classroom to explain state changes Abstract: A learning experience, carried out in a mixed classroom of early childhood education with students of 3, 4 and 5 years old, during 12 sessions, with the purpose of initiating students in school science practices in a playful environment, is presented. Previous representations and experiences about water and its changes of state have been examined, and their positive evolution has been verified. The sequence of activities has been designed following the Karplus Learning Cycle. The results show the existing interest from an early age in exploring the phenomena of the environment, as well as in formulating questions and suggestions. Keywords: Learning experience, Early childhood education, Karplus Cycle, Water state change