Aproximación cualitativa a la incorporación del “paisaje” en la nueva Ley Orgánica de Educación de Enseñanzas No Universitarias (LOMLOE)

Albero, Carmelo Marcén; Benayas, Javier

doi:10.7818/ecos.2556

ECOS

2023

DOI: 10.7818/ecos.2556

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Aproximación cualitativa a la incorporación del “paisaje” en la nueva Ley Orgánica de Educación de Enseñanzas No Universitarias (LOMLOE)

Carmelo Marcén Albero

Javier Benayas

Abstract: En este artículo se lleva a cabo un análisis, desde una perspectiva educativa, de la incorporación del paisaje en la nueva legislación de las enseñanzas básicas en España. Para ello se ha realizado una lectura cualitativa e interpretativa de las nuevas propuestas curriculares en educación primaria y secundaria tanto de la nueva Ley de Orgánica de Educación (2020) como de los desarrollos curriculares de las comunidades autónomas de Madrid y Aragón. De forma complementaria se analiza también el tratamiento que s… Show more

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Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

Crespo Castellanos,

Martínez-Hernández,

Mateo Girona

et al. 2023

Education Sciences

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The European Landscape Convention promotes the protection, management and planning of landscapes and organises international co-operation on landscape issues. Member states committed to implement measures such as promoting social education about landscapes. The convention stated that, although it was part of the education curricula in some countries, landscape education was to be expanded from a multidisciplinary perspective. The Education Act in force in Spain in 2008 (LOE, 2007), when the convention was ratified, included landscape in the syllabus, but not from as broad a perspective as that reflected in the ELC. Later education reforms have gradually increased the presence of the landscape in school curricula. This study examines landscape-related knowledge and awareness among current trainee primary school teachers, whose whole education has occurred under the umbrella of the ELC. This aims to assess whether the ELC’s targets have been met in terms of social awareness of landscape issues. A mixed questionnaire was designed, validated, and implemented in a sample of 322 students studying subjects related to the teaching of geography. The answers were analysed with descriptive and inferential statistics. The results reflect poor landscape-related knowledge and awareness, suggesting that the educational measures implemented since the ratification of the ELC have not been successful.

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Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

Crespo Castellanos,

Martínez-Hernández,

Mateo Girona

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

Landscape, Environmental Sustainability, and Climate Instability—The EDUSCAPE Project: University Research for Innovation in School Education

Caprari,

D’Onofrio,

Cocci Grifoni

et al. 2024

Sustainability

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This article presents the main contents, methods, and results of the European project EDUSCAPE (Erasmus+) developed by a team of international researchers from four countries, just over a year and a half after its launch with a focus on SAAD/UNICAM contributions. Into the scientific-disciplinary frame of environmental education and climate adaptation, EDUSCAPE aims to integrate the polysemic, transversal, and multidisciplinary concept of landscape and its decline, as a promoter of new forms of knowledge in response to emerging dynamics, within the educational offer of school programs (6–15 years). This paper presents the general structure of the project, the methodology experimented (PBL educational approach), and the qualitative and quantitative intermediate results obtained so far (literature review, curriculum analysis, and needs analysis). To integrate landscape into school curricula and renew them, EDUSCAPE is preparing Didactic Units (DUs) as the final result of the project to provide theoretical foundations and practical solutions supporting teaching which will be tested in the schools of the partnership network. In general, this paper explores the possibility to disseminate the pedagogical and social role of the landscape through a new way of teaching based on a deeper exploration of the theme that can stimulate critical thinking in current and future generations regarding the global/local challenges of the 21st century.

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Aproximación cualitativa a la incorporación del “paisaje” en la nueva Ley Orgánica de Educación de Enseñanzas No Universitarias (LOMLOE)

Cited by 2 publications

References 0 publications

Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

Landscape, Environmental Sustainability, and Climate Instability—The EDUSCAPE Project: University Research for Innovation in School Education

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