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Martín Bascopé
Centro UC de Desarrollo Local, Pontificia Universidad Católica de Chile, Villarrica 4930000, Chile

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Short Biography

Martín Bascopé is an assistant professor at Pontificia Universidad Católica de Chile. His research experience started on teacher educational policy and citizenship education, moving towards teacher professional development, collaborative practices, and STEM education for sustainable development. Nowadays, his research focuses on STEAM education for sustainable citizenship in dialogue with indigenous knowledge and on understanding the conformation of learning communities in rural and disadvantaged areas.

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Journal article
Published: 28 July 2021 in Sustainability
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This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.

ACS Style

Martín Bascopé; Kristina Reiss. Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience. Sustainability 2021, 13, 8414 .

AMA Style

Martín Bascopé, Kristina Reiss. Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience. Sustainability. 2021; 13 (15):8414.

Chicago/Turabian Style

Martín Bascopé; Kristina Reiss. 2021. "Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience." Sustainability 13, no. 15: 8414.

Review
Published: 30 January 2019 in Sustainability
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During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE (n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles (n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles (n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.

ACS Style

Martín Bascopé; Paolo Perasso; Kristina Reiss. Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability 2019, 11, 719 .

AMA Style

Martín Bascopé, Paolo Perasso, Kristina Reiss. Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability. 2019; 11 (3):719.

Chicago/Turabian Style

Martín Bascopé; Paolo Perasso; Kristina Reiss. 2019. "Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development." Sustainability 11, no. 3: 719.