The environmental crisis makes it necessary to reconsider the practices of environmental education (EE) and guide them towards a transformative perspective to promote critical reflection and the ability to make decisions in the face of complex problems, including a perspective of justice. Using the PRISMA systematic review protocol, this article analysed 49 classroom intervention published on international journals to identify the limitations when working on EE in early childhood education, primary education, and pre-service teacher training classrooms from an environmental justice (EJ) perspective. Considering the variables “contents”, “depth of the interventions”, “actions required of students”, and “resources”, the results show a predominance of interventions that promote content knowledge from an ecological perspective and demand actions far removed from reflection and participation, using self-made materials. By not encouraging students to reflect on environmental issues in a holistic way to change their behaviour, it was confirmed that they move away from systems thinking, critical literacy, and action competence. Therefore, there is a lack of integration of the EJ perspective in classroom practices. To achieve educational success in terms of social change for environmental protection, it is necessary to promote research work focused on the didactics of EE including a social justice perspective.

La publicación de los Objetivos de Desarrollo Sostenible ha supuesto un cambio de rumbo en la Educación Ambiental, principalmente porque plantean los problemas ambientales desde distintos ámbitos (social, económico, cultural o religioso), es decir, desde una perspectiva integral y multidimensional. Por ello, cabría esperar una transformación en la investigación educativa y la práctica de aula sobre Educación Ambiental. Este estudio pretende conocer qué y cómo se ha abordado la Educación Ambiental en la investigación educativa nacional e internacional de alto impacto desde la publicación de los Objetivos de Desarrollo Sostenible (2015-2021). Para ello, se realiza una revisión de 715 artículos en revistas del ámbito de la Didáctica de las Ciencias Experimentales y la Justicia Social. Dichos artículos se han categorizado en función de los términos para la identificación de la muestra y la tipología de estudio. Los resultados muestran en primer lugar, un predominio del término Educación Ambiental en las publicaciones, frente a otros que explicitan, en mayor medida, la visión multidisciplinar de esta, como Justicia Ambiental. En segundo, destaca la alta presencia de estudios de intervenciones frente a otro tipo de trabajos (percepciones, reflexión o revisión bibliográfica) entre las publicaciones analizadas. Con los resultados obtenidos se podría considerar, por un lado, que la investigación educativa en Educación Ambiental y su dimensión social continúan distanciadas; y por otro, que dicha investigación está migrando desde un enfoque teórico a uno de aplicación. Palabras clave: Educación Ambiental; Investigación educativa; Justicia Ambiental; Objetivos de Desarrollo Sostenible. Impact of the Sustainable Development Goals on educational research on Environmental Education The publication of the Sustainable Development Goals has meant a change of direction in Environmental Education, mainly because they raise environmental problems from different spheres (social, economic, cultural or religious), that is, from a holistic and multidimensional perspective. Therefore, a transformation in educational research and classroom practice on Environmental Education is to be expected. This study aims to know what and how Environmental Education has been addressed in high-impact national and international educational research since the publication of the Sustainable Development Goals (2015-2021). To this end, a review of 715 articles in journals in the field of Didactics of Experimental Sciences and Social Justice was carried out. These articles were categorized according to the terms used to identify the sample and the type of study. The results show, firstly, a predominance of the term Environmental Education in the publications, as opposed to others that make explicit, to a greater extent, the multidisciplinary vision of this, such as Environmental Justice. Secondly, the high presence of intervention studies compared to other types of work (perceptions, reflection, or bibliographic review) among the publications analysed stands out. With the results obtained, it could be considered, on the one hand, that educational research in Environmental Education and its social dimension continue to be distanced; and on the other, that such research is migrating from a theoretical approach to one of application. Keywords: Educational Research; Environmental Education; Environmental Justice; Sustainable Development Goals. La publicación de los Objetivos de Desarrollo Sostenible ha supuesto un cambio de rumbo en la Educación Ambiental, principalmente porque plantean los problemas ambientales desde distintos ámbitos (social, económico, cultural o religioso), es decir, desde una perspectiva integral y multidimensional. Por ello, cabría esperar una transformación en la investigación educativa y la práctica de aula sobre Educación Ambiental. Este estudio pretende conocer qué y cómo se ha abordado la Educación Ambiental en la investigación educativa nacional e internacional de alto impacto desde la publicación de los Objetivos de Desarrollo Sostenible (2015-2021). Para ello, se realiza una revisión de 715 artículos en revistas del ámbito de la Didáctica de las Ciencias Experimentales y la Justicia Social. Dichos artículos se han categorizado en función de los términos para la identificación de la muestra y la tipología de estudio. Los resultados muestran en primer lugar, un predominio del término Educación Ambiental en las publicaciones, frente a otros que explicitan, en mayor medida, la visión multidisciplinar de esta, como Justicia Ambiental. En segundo, destaca la alta presencia de estudios de intervenciones frente a otro tipo de trabajos (percepciones, reflexión o revisión bibliográfica) entre las publicaciones analizadas. Con los resultados obtenidos se podría considerar, por un lado, que la investigación educativa en Educación Ambiental y su dimensión social continúan distanciadas; y por otro, que dicha investigación está migrando desde un enfoque teórico a uno de aplicación. Palabras clave: Educación Ambiental; Investigación educativa; Justicia Ambiental; Objetivos de Desarrollo Sostenible. Impact of the Sustainable Development Goals on educational research on Environmental Education The publication of the Sustainable Development Goals has meant a change of direction in Environmental Education, mainly because they raise environmental problems from different spheres (social, economic, cultural or religious), that is, from a holistic and multidimensional perspective. Therefore, a transformation in educational research...

Schooling should equip citizens with the scientific knowledge necessary to make informed decisions about health problems arising from the current environmental crisis. Given the scarcity of educational proposals that integrate evidence-based argumentation, One Health education and complexity-based solution proposals, this study aims to introduce a scenario linking the use of pesticides in agriculture to infertility, and to analyse the extent to which it promotes students to apply these three approaches. The activity requires 10th graders to rank 6 cities from most to least polluted, using evidence on the reproductive problems of different organisms in the ecosystem (humans, harlequin flies). Moreover, students have to propose solutions to avoid the toxic risk caused by pesticides. Group discussions are analysed to determine learners’ performance in using evidence and formulating causal explanations to justify their rankings, as well as in proposing reasoned solutions, considering different perspectives. The results show that most groups rank cities as expected. Although they do not use all available evidence, the design of the activity encourages students to establish frequent causal relationships between human, animal, and environmental health data (argumentation integrating the One Health approach). Moreover, most solutions are palliative rather than preventive, respond to an anthropocentric interest, and their consequences are rarely assessed. In doing so, students only foresee their environmental or economic impact, but not their ethical or political consequences. Educational implications are discussed.

Brecha entre Investigación y Praxis Educativas en la Enseñanza de Biología

Experiencias para una Alfabetización Científica que Promueva la Justicia Ambiental en Distintos Niveles Educativos