Práticas de Cidadania Ambiental na Formação Inicial de Professores de Educação Básica

Linhares, Elisabete; Reis, Pedro

doi:10.47553/rifop.v97i36.1.92499

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Different studies also indicate a deeper understanding of the problematics worked on, as well as the promotion of their capacity for communication through the practices of activism and environmental citizenship [14,18,20,22,[35][36][37][38].…”

Section: Evaluation Of the Education For Environmental Citizenship Pe...mentioning

confidence: 99%

Education for Environmental Citizenship in Pre-Service Teachers: Potentialities and Limitations of a Pedagogical Approach Applied at a Distance

Linhares,

Reis

2023

Sustainability

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The 21st century can be defined as the era of “global environmental crisis”. The education for environmental citizenship pedagogical approach is a strategy with potentialities for meeting the challenge of a sustainable future. This case study sought to evaluate the effect of an ecology course, organized according to the education for environmental citizenship pedagogical approach and supported by Web 2.0 tools, on a group of Portuguese female pre-service teachers (n = 21). No previous studies resorted to this approach to organize courses for initial teacher training or used Web 2.0 to support its implementation. Thorough semi-structured interviews and the analysis of the resources produced, it was found that the pre-service teachers considered the approach to be structured, interesting and motivating, with positive impacts on the development of several attributes of an environmental citizen. The experience with the pedagogical approach fostered the didactic knowledge of the pre-service teachers, regarding how to implement activities of this nature. The Web 2.0 tools used to support the implementation of the pedagogical approach—Facebook and MindMeister—were positively appreciated by the participants. However, some identified difficulties suggest the necessity of using other platforms more frequented by youngsters. The distance-learning context imposed by the COVID-19 pandemic did not function as a big barrier to the pedagogical approach’s implementation. Suggestions for future research are presented, built on the limitations of this study.

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Section: Evaluation Of the Education For Environmental Citizenship Pe...mentioning

confidence: 99%

Education for Environmental Citizenship in Pre-Service Teachers: Potentialities and Limitations of a Pedagogical Approach Applied at a Distance

Linhares,

Reis

2023

Sustainability

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“…Franklin hacia los procesos educativo-formativos, a quienes trabajan en ellos y a los futuros encargados de llevarlos adelante (Álvarez y Vega, 2016;Santos y Villalón, 2012;Mejía, 2016;Linhares y Reis, 2022).…”

Section: Contexto Escolarunclassified

Educación Ambiental en el currículo universitario chileno: invisibilidad en la formación de profesores

Retamal

Cordero-Tapia

Aguilar-Correa

2023

REVISTA DE INVESTIGACIÓN

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El objetivo de este trabajo fue conocer la percepción de los profesores en formación en Educación General Básica de una institución de educación superior (IES) chilena en relación con la Educación Ambiental (EA) en la formación inicial docente. El estudio es de carácter cuantitativo no experimental, transversal, con alcance descriptivo, el análisis de datos se efectuó utilizando el paquete estadístico SPSS 18.0 y la muestra fue de carácter no probabilística intencional, correspondiente al 47% del universo total de la población de estudio. Los resultados indican que, respecto a los contenidos y objetivos propuestos para las asignaturas de la malla curricular en la formación de profesores de esta institución, existen escasas o nulas referencias explícitas a temáticas de Educación Ambiental. Se concluye que la formación inicial en pedagogía básica en esta institución presenta falencias en la comprensión y manejo de metodologías para el tratamiento de la misma en la muestra estudiada.

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“…First, students can reconcile opposing arguments. During the dynamics of the conversation, reasoning occurs when there is a grounded defense utilizing solid arguments [5,6]. As a result, this setting promotes students' improved reasoning and problemsolving skills [2].…”

Section: Introductionmentioning

confidence: 99%

“…Despite the importance placed on the discussion method, it is not yet practiced as it should be. Transmissive paradigms of science education persist, with privileged learning leading to socially irrelevant information [2,6]. The intricacy of the topics in discourse and the difficulty in managing class discussion can hinder the implementation in the classroom [11].…”

Section: Introductionmentioning

confidence: 99%

Adopting Model United Nations (MUN) in Discussion Method in Learning Environmental Pollution: D-MUN Method

Mubarokah,

Anggraini,

Riandi

et al. 2024

KSS

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In the classroom, the discussion method has objectives to train the students with several skills, such as assertiveness when arguing with opposing ideas, the ability to brainstorm, groupthink, and improved communication with their peers. However, implementing the discussion method requires more preparation to run well. Improper organization of class discussion leads to no clear point or lesson learned that is explicitly stated after class discussion. Students’ participation becomes difficult to monitor whether all students contribute during the class discussion. They only talk when being pointed out by the teacher, and they will not speak if they do not have something to say. Science teachers’ experiences in conducting discussion methods were gathered before the study. Using the results from the preliminary survey, a conceptual framework of the discussion method by adapting Model United Nations (MUN), thus the so-called D-MUN METHOD, in learning about environmental pollution was developed. By adapting the structure of the discussion used in MUN to the classroom while learning science topics, the discussion in class becomes more engaging and increases students’ active participation and clarity of key concepts. The issues that become the topic of discussion should be relevant to the science content and include ill-structured problems. Therefore, the D-MUN METHOD will encourage students to present their solutions, which depends on their point of view (assigned as a specific country/region representative), and, in the end, come together to produce the best resolution. Keywords: Model United Nations (MUN), discussion method, environmental pollution, D-MUN method

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Práticas de Cidadania Ambiental na Formação Inicial de Professores de Educação Básica

Cited by 4 publications

References 15 publications

Education for Environmental Citizenship in Pre-Service Teachers: Potentialities and Limitations of a Pedagogical Approach Applied at a Distance

Education for Environmental Citizenship in Pre-Service Teachers: Potentialities and Limitations of a Pedagogical Approach Applied at a Distance

Educación Ambiental en el currículo universitario chileno: invisibilidad en la formación de profesores

Adopting Model United Nations (MUN) in Discussion Method in Learning Environmental Pollution: D-MUN Method

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