Rural environment has experienced changes as a result of Covid-19, which encourage the introduction of sustainability in education. However, the representation of rurality in school geography and in the 2030 Agenda are factors that continue to present rurality as a concept opposed to urban spaces. The objective was to investigate the perception that the student has about the rural environment from an instrument and his drawings to understand if the explanation of it allows to introduce elements related to sustainability in educational projects. The quantitative research approach allows analyzing the psychometric properties of an instrument to measure the perception of the rural environment of a sample of 300 fifteen-year-old students from Brazil, Colombia and Spain. Those school knowledges that idealize rurality warn of the pedagogical difficulties to promote the teaching of rurality from sustainability criteria and condition the formation of students from a citizenship committed to social problems. This study is important because it diagnoses the elements that intervene in the teaching of rurality from school geography and provides some suggestions to include sustainability in educational projects.
Este trabajo tiene como objetivo analizar la correlación entre el dominio académico de la percepción de la creatividad de 316 estudiantes del Grado en Maestro en Educación Primaria, la flexibilidad creativa que muestran sus productos finales (unas videorreseñas) de una secuencia didáctica transdisciplinar implementada en tres asignaturas del ámbito sociolingüístico (Lengua/Literatura y Geografía/Historia), y su conceptualización de la lectura. La secuencia didáctica estaba vertebrada por la lectura crítica de la novela Ensayo sobre la ceguera, de José Saramago (1995), y la reflexión sobre la misma en relación con la situación vivida durante el confinamiento en 2020 por la pandemia generada por el COVID-19, todo ello con el fin también de enriquecer la conceptualización de la lectura de estos estudiantes de Magisterio. El impacto de la secuencia ha sido evaluado con un pretest-postest. Se encontraron correlaciones significativas entre el nivel de reflexión y la flexibilidad creativa evaluada en las videorreseñas, pero no entre la flexibilidad creativa y la autopercepción de creatividad o la relación de los futuros maestros con la lectura académica. Los resultados muestran una pobre conceptualización inicial de la lectura, que, eso sí, se ha visto estimulada a partir de la secuencia didáctica con la clara revalorización del uso reflexivo-didáctico de los textos literarios, encontrándose diferencias estadísticamente significativas entre el pretest y el postest. Todo ello indica el rendimiento educativo de la secuencia didáctica y la pertinencia de insistir en unos planteamientos transdisciplinares que unen la lectura crítica y la creatividad de forma natural y eficaz.
The review of the scientific literature on problem-based learning shows divergences in the theoretical and methodological approaches of its main authors, which have reduced this tool to the assimilation of conceptual contents from the exhaustive fulfillment of the curriculum. In this article, we defend an interpretation of the curricular framework to transform the contents into social problems, witch respond to the citizen demands of the students. The theory of social representations is the framework in which we base the work, with spontaneous ideas to know the obstacles that condition the school praxis. The results of more than 400 surveys, of active and in-service teachers, have revealed that there is a marked lack of awareness of innovative methodologies, although some examples of good practice have been pointed out. Through the experience of working for curricular project, developed during more than two decades within the Gea-Clío Project, we manifest the need to interpret and problematize the curriculum with professional ideas of innovation. With this premise we defend that teachers have to carry out a reflexive practice of their teaching practice, whose approach has been exemplified by two case studies: the understanding of the rural space to explain an alternative to the organization of the syllabus based on curricular programs and decision making on the evaluation of the students in the case of the Tests of Access to the University of History of Spain of 2nd year of high school.
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