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Current educational curricula in Spain contain few references to sustainability topics, so there is insufficient coverage of these issues in the classroom. Notably, there is a lack of reference to the concept of water from a sustainable perspective. The key aim of this study was to analyze the presence of the concept of water in the curriculum that regulates secondary education in Spain using a previously established system of categories. An exploratory and descriptive research methodology was followed, in which we carried out a qualitative lexicographical analysis of the concept of water in the Spanish secondary education curriculum. An analysis of the cognitive demand required of students to learn about water, according to Bloom’s taxonomy, was also conducted. The results show that the concept of water appears moderately in the curriculum focusing on some aspects of Sustainable Development. Likewise, the analysis of the cognitive demand required of students for learning about water reveals that lower levels of knowledge and comprehension predominate based on Bloom’s taxonomy. We consider that teaching water from a sustainable perspective can generate in students awareness and values about nature and the environment, knowledge that contributes to sensible use of water and involvement for sustainable development.
Guadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum. Water 2020, 12, 1877 .
AMA StyleGuadalupe Martínez-Borreguero, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, Francisco Luis Naranjo-Correa. Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum. Water. 2020; 12 (7):1877.
Chicago/Turabian StyleGuadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. 2020. "Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum." Water 12, no. 7: 1877.
Information and Communication Technologies (ICT) have been recognized as innovative resources for improving the teaching–learning process. The aim of this study was to design and validate ICT-based learning interventions for sustainability content from a cognitive and affective perspective. Specifically, didactic resources based on a discovery learning model, such as WebQuest and video games, have been used. The research design was of a quasi-experimental type with three groups of students who were given pre-test and post-test questionnaires. The sample was made up of 81 secondary school students, selected by means of non-probability sampling. The cognitive, behavioral, attitudinal, and emotional variables of the students were measured according to the teaching methodologies used. As a measurement instrument, a questionnaire was designed, composed of several blocks in relation to the variables under study. The results obtained reveal that ICT has a positive influence on the academic progress experienced by students, with the students who used video games obtaining better results than those who used WebQuest. The didactic interventions did not modify the attitude or the environmental behavior of the students regardless of the methodology used. Regarding emotions, it was observed that didactic interventions with ICT positively affected the emotions experienced by the students and contributed to fighting boredom.
Guadalupe Martínez-Borreguero; Juan José Perera-Villalba; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. Development of ICT-Based Didactic Interventions for Learning Sustainability Content: Cognitive and Affective Analysis. Sustainability 2020, 12, 3644 .
AMA StyleGuadalupe Martínez-Borreguero, Juan José Perera-Villalba, Milagros Mateos-Núñez, Francisco Luis Naranjo-Correa. Development of ICT-Based Didactic Interventions for Learning Sustainability Content: Cognitive and Affective Analysis. Sustainability. 2020; 12 (9):3644.
Chicago/Turabian StyleGuadalupe Martínez-Borreguero; Juan José Perera-Villalba; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. 2020. "Development of ICT-Based Didactic Interventions for Learning Sustainability Content: Cognitive and Affective Analysis." Sustainability 12, no. 9: 3644.
Several international institutions emphasize the need to develop a comprehensive education in STEM areas (Science, Technology, Engineering, Mathematics) to improve learning, competences and student perception of these subjects. The general objective of this study was to analyze the teaching effectiveness, from a cognitive and emotional perspective, of a STEM workshop versus an academic-expositional methodology in the science classroom in primary education. The research design was quasi-experimental with a control group, an experimental group, a pre-test and two post-tests. By means of a randomized probabilistic sampling, 256 students between 10 and 12 years old participated. Cognitive, emotional, attitudinal and gender variables were analyzed according to two teaching methodologies, an expository academic methodology for the control group and an active methodology based on the development of a practical STEM workshop for the experimental group. The results reveal that both methodologies are equally effective in short-term learning, but statistically significant differences are found in long-term learning, in favor of STEM workshops. Likewise, the STEM workshop mainly generates positive emotions and attitudes in the students compared to the transmission-reception methodology applied with the control group.
Milagros Mateos-Núñez; Guadalupe Martínez-Borreguero; Francisco Luis Naranjo-Correa. Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective. Sustainability 2020, 12, 3095 .
AMA StyleMilagros Mateos-Núñez, Guadalupe Martínez-Borreguero, Francisco Luis Naranjo-Correa. Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective. Sustainability. 2020; 12 (8):3095.
Chicago/Turabian StyleMilagros Mateos-Núñez; Guadalupe Martínez-Borreguero; Francisco Luis Naranjo-Correa. 2020. "Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective." Sustainability 12, no. 8: 3095.
Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).
Guadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education. Sustainability 2020, 12, 2947 .
AMA StyleGuadalupe Martínez-Borreguero, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, Francisco Luis Naranjo-Correa. An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education. Sustainability. 2020; 12 (7):2947.
Chicago/Turabian StyleGuadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. 2020. "An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education." Sustainability 12, no. 7: 2947.
The United Nations General Assembly has pointed out that education is an essential tool for properly instructing society to achieve sustainable development, in terms of values, skills, knowledge or abilities. Within this framework, this research focuses on environmental attitude and awareness as an influential element in the teaching and learning processes. The main objective of the study was to diagnose and evaluate emotional, teaching self-efficacy and environmental awareness variables of teachers in primary and secondary education training within the framework of waste. The sample was made up of 160 teachers in training. As a measurement instrument, a questionnaire was designed, developed and validated consisting of three different parts to measure the variables under investigation. The descriptive and inferential statistical analysis of the data shows attitudinal, emotional and self-efficacy differences according to the categories examined, revealing the need to promote an improvement in the attitude towards certain environmental actions in future teachers. The results suggest that education has a relevant role in sustainability, and its importance and inclusion in the curricula of the different educational stages should be recognized.
Guadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. Analysis of Environmental Awareness, Emotions and Level of Self-Efficacy of Teachers in Training within the Framework of Waste for the Achievement of Sustainable Development. Sustainability 2020, 12, 2563 .
AMA StyleGuadalupe Martínez-Borreguero, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, Francisco Luis Naranjo-Correa. Analysis of Environmental Awareness, Emotions and Level of Self-Efficacy of Teachers in Training within the Framework of Waste for the Achievement of Sustainable Development. Sustainability. 2020; 12 (6):2563.
Chicago/Turabian StyleGuadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. 2020. "Analysis of Environmental Awareness, Emotions and Level of Self-Efficacy of Teachers in Training within the Framework of Waste for the Achievement of Sustainable Development." Sustainability 12, no. 6: 2563.
Teaching and learning of concepts within the science, technology, society, and environment (STSE) approach, such as energy, are key elements in improving students’ competencies in sustainability within the framework of environmental education. The overall objective of this research has been to analyze the concept of energy in secondary education curriculum from a sustainable perspective. Likewise, the levels of cognitive demand in the curriculum for the students’ acquisition of the concept are analyzed. The design of the research is a descriptive, exploratory type, with mixed qualitative and quantitative analysis of the obtained data. A methodology similar to that carried out in other researches was followed, and an analysis established a system of categories to classify the references found. The results obtained reveal that the regulations that govern teaching of secondary education (12–18 years) deal in depth, and in an compulsory way, with the concept of energy. However, more action is required to promote sustainability at all stages of education, in order to alleviate current and future environmental problems.
Guadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Francisco Luis Naranjo-Correa; Milagros Mateos-Núñez. Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective. Sustainability 2019, 11, 2528 .
AMA StyleGuadalupe Martínez-Borreguero, Jesús Maestre-Jiménez, Francisco Luis Naranjo-Correa, Milagros Mateos-Núñez. Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective. Sustainability. 2019; 11 (9):2528.
Chicago/Turabian StyleGuadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Francisco Luis Naranjo-Correa; Milagros Mateos-Núñez. 2019. "Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective." Sustainability 11, no. 9: 2528.
The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school teachers in training belonging to three scientific-technological areas (Physics & Chemistry, Biology & Geology, and Technology). The methodology used was exploratory and quantitative. As a measuring instrument, a questionnaire was elaborated based on the educational curricula and based on previous research, made up of five categories (Waste and Society, Regulations, Awareness, Technological Development, and Typology). The results of the study show that teachers in training lack knowledge regarding waste. Within teacher education programs, it is, therefore, necessary to address issues of sustainability including waste in order to prepare teachers that are competent and willing to teach such important topics.
Guadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste. Sustainability 2019, 11, 1173 .
AMA StyleGuadalupe Martínez-Borreguero, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, Francisco Luis Naranjo-Correa. Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste. Sustainability. 2019; 11 (4):1173.
Chicago/Turabian StyleGuadalupe Martínez-Borreguero; Jesús Maestre-Jiménez; Milagros Mateos-Núñez; Francisco Luis Naranjo-Correa. 2019. "Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste." Sustainability 11, no. 4: 1173.