La educación estadística para el desarrollo sostenible en la formación del profesorado

Abstract

La UNESCO reta al profesorado a desarrollar una Educación para el Desarrollo Sostenible con la que los ciudadanos adopten estilos de vida sostenible en las dimensiones económica, social y medioambiental. En este trabajo presentamos el análisis de varias propuestas de aprendizaje estadístico diseñadas por futuros maestros de Chile y España que promueven objetivo de desarrollo sostenible. Tras el análisis determinamos la necesidad de generar modelos de tareas estadísticas que promuevan la Educación para el Desarrollo Sostenible, con una alta demanda cognitiva y que a la vez sean auténticas. De igual manera, se evidencia la necesidad de generar acciones formativas para el profesorado en activo y en formación, que permitan orientar la enseñanza de la estadística a través de proyectos enfocados en contextos realistas; pues consideramos que la triada: educación estadística, formación del profesorado, y educación para el desarrollo sostenible, es parte fundamental para acceder a formar ciudadanos de sostenibilidad en el contexto escolar.

Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy

“…should verify all the aspects that make these tasks authentic [5]. Can the statistical tasks proposed in these textbooks be considered authentic?…”

“…According to Vásquez and García-Alonso [5], it is necessary for teachers to design and implement statistics and probability tasks with various characteristics that involve contexts for sustainability; that show articulation throughout the lesson or lesson plan; that are challenging tasks that motivate and help students to build new statistical and probabilistic knowledge through problem solving; and, finally, that they are authentic, that is, that they allow "to represent some real life situation in such a way that important aspects of that situation are simulated to a reasonable degree" [38] (p. 40). For this, Chamoso, Vicente, Manchado and Múñez [39] point out that the following fundamental aspects must be achieved: event (that has a high probability of happening outside the school), question (that is transferable to an equivalent situation outside the school).…”

“…According to Vásquez and García-Alonso [5], Statistical Education should be studied around the statistical investigative cycle [25] with the aim of developing students (future citizens) and with the compromise of transforming their environment and with social awareness [42]. By doing this we are promoting EDS [5].…”

“…According to Vásquez and García-Alonso [5], Statistical Education should be studied around the statistical investigative cycle [25] with the aim of developing students (future citizens) and with the compromise of transforming their environment and with social awareness [42]. By doing this we are promoting EDS [5]. These authors said that this implies that the tasks must be of high cognitive demand (addressed to decision-making), seek to change their environment (and, therefore, be well articulated throughout their development) and have to be authentic, represent real-life situations or simulate it to a reasonable degree.…”

“…These authors said that this implies that the tasks must be of high cognitive demand (addressed to decision-making), seek to change their environment (and, therefore, be well articulated throughout their development) and have to be authentic, represent real-life situations or simulate it to a reasonable degree. For this reason, the lessons in Table 2 have been categorized and coded based on a set of indicators refined and adapted from the study by Vásquez and García-Alonso [5], which address the following categories: (1) contexts for sustainability; (2) levels of articulation; (3) cognitive demand; and (4) authenticity. These categories allow us to analyze statistics and probability lessons from a double perspective; local, to analyze contexts for sustainability and cognitive demand of each of the tasks that make up the lesson; and global, to analyze articulation levels and the authenticity of the lesson as a whole.…”