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Antonio García-Vinuesa is a Ph.D. student at the SEPA-interea research group from the University of Santiago de Compostela (USC). He is a multidisciplinary educator and researcher with a Bachelor's degree in Telecommunications Engineering from the Castilla La-Mancha University, and a Master’s degree in Pedagogy (Murcia University), a Bachelor's of Primary School Teaching from the USC, and a Master's degree in Educational Research. He has been working as a university professor and researcher in training at USC since 2017. His main interests are on science and environmental education, with a special interest in serious games as an educational methodology. His current focus is on climate-change education (Resclima project).
The purpose of this study is to assess climate change knowledge among high school students and their beliefs and perceptions about the climate crisis. A questionnaire composed of 43 closed-ended questions was applied to 219 students aged 15–18 in three schools located in the north of Portugal. The results show that participants declared having limited knowledge about the issue. Similarly, the research confirms the conclusions of other studies that identified generalized alternative representations of climate change. Our findings aim to offer data geared toward supporting and promoting a new way of conceptualizing and understanding climate change education (CCE) in formal education contexts in the Portuguese education system.
Antonio García-Vinuesa; Sara Carvalho; Pablo Ángel Meira Cartea; Ulisses M. Azeiteiro. Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal. The Journal of Educational Research 2021, 1 -12.
AMA StyleAntonio García-Vinuesa, Sara Carvalho, Pablo Ángel Meira Cartea, Ulisses M. Azeiteiro. Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal. The Journal of Educational Research. 2021; ():1-12.
Chicago/Turabian StyleAntonio García-Vinuesa; Sara Carvalho; Pablo Ángel Meira Cartea; Ulisses M. Azeiteiro. 2021. "Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal." The Journal of Educational Research , no. : 1-12.
This study aims at evaluating the environmental education (EE) and communication intervention for the valorization of migratory fish resources in an estuary of northern Portugal. The EE component intervention was implemented among Middle School pupils of that region. Students’ knowledge was quantitatively evaluated with an experimental approach of pre-testing and post-testing, on the ocean and estuarine literacy (OEL) and biology of migratory species, such as sea lamprey. This study also analyzes the communication component developed via social media. Results of the EE component show an evident increment of OEL (p< 0.05). It is also highlighted that students had previous knowledge on issues that are not covered in the curriculum. Social media has shown to be an effective communication tool mostly among the scientific community (e.g., Ethnobiology). The research has various implications to OEL since it brings a new perspective towards the integration of ocean literacy in formal education; as well as the valorization of Students’ local ecological knowledge and of inter-generational dynamics. This study contributed to promoting local biodiversity, OEL, and participatory local governance of these ecosystems.
Sara Carvalho; Heitor Braga; Sofia de Santa-Maria; Beatriz Fonte; Mário Pereira; Antonio García-Vinuesa; Ulisses Azeiteiro. An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities. Education Sciences 2021, 11, 337 .
AMA StyleSara Carvalho, Heitor Braga, Sofia de Santa-Maria, Beatriz Fonte, Mário Pereira, Antonio García-Vinuesa, Ulisses Azeiteiro. An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities. Education Sciences. 2021; 11 (7):337.
Chicago/Turabian StyleSara Carvalho; Heitor Braga; Sofia de Santa-Maria; Beatriz Fonte; Mário Pereira; Antonio García-Vinuesa; Ulisses Azeiteiro. 2021. "An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities." Education Sciences 11, no. 7: 337.
Since January 2020, the COVID-19 pandemic has dominated the media and exercises pressure on governments worldwide. Apart from its effects on economies, education systems and societies, the pandemic has also influenced climate change research. This paper examines the extent to which COVID-19 has influenced climate change research worldwide during the first wave at the beginning of 2020 and how it is perceived to exploit it in the future. This study utilised an international survey involving those dedicated to climate change science and management research from Academia, Government, NGOs, and international agencies in 83 countries. Results show that: (1) COVID-19 modified the way the surveyed researchers work, (2) there are indicators that COVID-19 has already influenced the direction of climate change and adaptation policy implementation, and (3) respondents perceived (explicitly concerning the COVID-19 lockdowns of March-April 2020), that the pandemic has drawn attention away from climate policy. COVID-19 has influenced the agenda of climate change research for more than half of the respondents and is likely to continue in the future, suggesting that the impacts on their research will still be felt for many years. The paper concludes by outlining critical implications for policy-making.
Walter Leal Filho; Tony Wall; Fatima Alves; Gustavo J. Nagy; Luis Ricardo Fernández Carril; Chunlan Li; Serafino Mucova; Johannes Platje Joost; Lez Rayman-Bacchus; Edmond Totin; Desalegn Y. Ayal; Johannes M. Lütz; Ulisses M. Azeiteiro; Antonio Garcia Vinuesa; Aprajita Minhas. The impacts of the early outset of the COVID-19 pandemic on climate change research: Implications for policy-making. Environmental Science & Policy 2021, 124, 267 -278.
AMA StyleWalter Leal Filho, Tony Wall, Fatima Alves, Gustavo J. Nagy, Luis Ricardo Fernández Carril, Chunlan Li, Serafino Mucova, Johannes Platje Joost, Lez Rayman-Bacchus, Edmond Totin, Desalegn Y. Ayal, Johannes M. Lütz, Ulisses M. Azeiteiro, Antonio Garcia Vinuesa, Aprajita Minhas. The impacts of the early outset of the COVID-19 pandemic on climate change research: Implications for policy-making. Environmental Science & Policy. 2021; 124 ():267-278.
Chicago/Turabian StyleWalter Leal Filho; Tony Wall; Fatima Alves; Gustavo J. Nagy; Luis Ricardo Fernández Carril; Chunlan Li; Serafino Mucova; Johannes Platje Joost; Lez Rayman-Bacchus; Edmond Totin; Desalegn Y. Ayal; Johannes M. Lütz; Ulisses M. Azeiteiro; Antonio Garcia Vinuesa; Aprajita Minhas. 2021. "The impacts of the early outset of the COVID-19 pandemic on climate change research: Implications for policy-making." Environmental Science & Policy 124, no. : 267-278.
This study is focused on perceptions regarding meat consumption, targeting university students. This is a timely topic in a context of climate change (CC), sustainability in agri-food systems and in universities. Recently, some universities adopted food-related CC mitigation measures, by removing some types of meat from their canteens. This research intended to find trends, at a Portuguese university, on consumption habits and on willingness to reduce meat. The methodology follows a quantitative and descriptive approach. The universe is the students’ community from the University of Aveiro, with a random sample of 876 valid questionnaires. Although results show that meat is a substantial part of students’ diet, most of them are willing to reduce this product, and mainly for environmental reasons. Undergraduate students have higher level of awareness in this matter, namely from Natural Sciences. Female students are more receptive to diet changes. Further studies and educational actions on Diet-CC should be promoted in all levels of Academy, especially in PhD, Social Sciences and with gender differentiation. Such results may support an effectively participatory discussion to better decide on decarbonization of the Campus through the diet.
Catarina Figueiredo; Ulisses Azeiteiro; Antonio García-Vinuesa; Sara Carvalho. Campus Decarbonization: Students’ Perceptions for Reducing Meat Consumption in a Portuguese University. Sustainability 2021, 13, 6048 .
AMA StyleCatarina Figueiredo, Ulisses Azeiteiro, Antonio García-Vinuesa, Sara Carvalho. Campus Decarbonization: Students’ Perceptions for Reducing Meat Consumption in a Portuguese University. Sustainability. 2021; 13 (11):6048.
Chicago/Turabian StyleCatarina Figueiredo; Ulisses Azeiteiro; Antonio García-Vinuesa; Sara Carvalho. 2021. "Campus Decarbonization: Students’ Perceptions for Reducing Meat Consumption in a Portuguese University." Sustainability 13, no. 11: 6048.
Climate change is the most serious environmental, social, and economic problem humanity is currently facing. Education is a fundamental pillar for societies in their efforts to address climate change, as stated in Article 12 of the Paris Agreement. In view of this imperative, the need to develop a Climate Change Education (CCE) plan that would be up to the challenge arose in the field of educational research. The guidelines for such a task are based on the study of four educational factors: the students, the teachers, the teaching and learning strategies and methods, and the goals of education. Research on these factors is abundant; nevertheless, there is a lack of these studies concerning Africa. Here, we present an exploratory study which focuses on students in Pemba (Mozambique) and aims to be the first step in the exploration and development of a basis for CCE in this country. We employed a questionnaire consisting of 38 closed-end items which was administered to 256 Mozambican students (aged 16–18). Findings suggest that students declared a limited knowledge about climate change, erroneous beliefs about the anthropogenic causes of climate change, and low levels of responsibility and risk perception. Further progress in the development of CCE in Mozambique would require future research to explore other educational factors with the aim of building a more accurate image of the educational reality of climate change in this country.
Antonio García Vinuesa; Serafino Afonso Rui Mucova; Ulisses M. Azeiteiro; Pablo Ángel Meira Cartea; Mario Pereira. Mozambican students’ knowledge and perceptions about climate change: an exploratory study in Pemba City. International Research in Geographical and Environmental Education 2020, 1 -17.
AMA StyleAntonio García Vinuesa, Serafino Afonso Rui Mucova, Ulisses M. Azeiteiro, Pablo Ángel Meira Cartea, Mario Pereira. Mozambican students’ knowledge and perceptions about climate change: an exploratory study in Pemba City. International Research in Geographical and Environmental Education. 2020; ():1-17.
Chicago/Turabian StyleAntonio García Vinuesa; Serafino Afonso Rui Mucova; Ulisses M. Azeiteiro; Pablo Ángel Meira Cartea; Mario Pereira. 2020. "Mozambican students’ knowledge and perceptions about climate change: an exploratory study in Pemba City." International Research in Geographical and Environmental Education , no. : 1-17.
La crisis climática supone el reto social, económico y ambiental más complejo al que se enfrenta la Humanidad. Las directrices internacionales para hacer frente al problema global que supone el cambio climático han quedado reflejadas en el Anteproyecto de Ley de Cambio Climático y Transición Energética del Ministerio para la Transición Ecológica y el Reto Demográfico, el cual resalta la necesidad de la Educación y la capacitación para lograr alcanzar los objetivos establecidos en el Acuerdo de París (Naciones Unidas, 2015). Ante esta situación la Pedagogía Social no puede mantenerse al margen, y sus respuestas no pueden ser sencillas ante la complejidad de la contingencia. En este escenario, presentamos el análisis del proyecto Climántica, surgido en Galicia en 2007 y que se anticipó a estas exigencias, consiguiendo alcanzar y consolidarse en el ámbito de la Educación Ambiental en la esfera nacional e internacional creando redes de trabajo y colaboración a nivel local, nacional e internacional. Se presenta en este artículo la descripción, planificación, prospectiva y objetivos del proyecto. Se aportan datos cuantitativos y cualitativos del alcance, con más de 2.025.000 visitas registradas en la web oficial del proyecto procedentes de más de 1.365.000 usuarios únicos registrados hasta el 31 de mayo de 2020 procedentes de un gran número de países de todo el globo. Los resultados permiten evaluar como exitosa la consecución de los objetivos establecidos. Finalizamos el texto realizando un acercamiento a una evaluación inicial del proyecto desde una perspectiva de Buenas Prácticas con la finalidad establecer una futura evaluación en profundidad y detectar debilidades para su futuro a corto, medio y largo plazo.
Francisco Sóñora Luna; Antonio García-Vinuesa. Climántica: un proyecto pedagógico-social y de educación ambiental en la lucha contra el cambio climático. Pedagogia Social Revista Interuniversitaria 2020, 63 -79.
AMA StyleFrancisco Sóñora Luna, Antonio García-Vinuesa. Climántica: un proyecto pedagógico-social y de educación ambiental en la lucha contra el cambio climático. Pedagogia Social Revista Interuniversitaria. 2020; (36):63-79.
Chicago/Turabian StyleFrancisco Sóñora Luna; Antonio García-Vinuesa. 2020. "Climántica: un proyecto pedagógico-social y de educación ambiental en la lucha contra el cambio climático." Pedagogia Social Revista Interuniversitaria , no. 36: 63-79.
Resumen La formación universitaria debería estar en la vanguardia de la necesaria transición hacia una sociedad descarbonizada, asumiendo los objetivos internacionalmente establecidos sobre mitigación y adaptación al cambio climático. Para realizar una primera aproximación del alcance de estos objetivos se presenta una investigación con estudiantes de diversas titulaciones de la Universidade de Santiago de Compostela, con el objetivo de explorar sus niveles de alfabetización climática y sus creencias y valoraciones personales sobre el cambio climático. El diseño metodológico es de tipo cuantitativo y descriptivo. Se realizó un muestreo no probabilístico e intencional con 488 estudiantes utilizando un cuestionario de respuesta cerrada integrado por 45 ítems. Se empleó el software SPSS para realizar los análisis estadísticos descriptivos y los análisis de varianza (ANOVA). Los resultados no permiten establecer una relación entre nivel de conocimientos sobre el problema y los elementos analizados sobre la percepción del cambio climático: creencia en la ocurrencia del cambio climático, percepción de responsabilidad y percepción de riesgo, y la creencia en el consenso científico sobre su origen antropogénico. Este estudio ofrece una imagen general sobre la representación social del cambio climático en este público diana concreto y sería recomendable ampliar los datos con nuevos estudios de corte cualitativo para profundizar en los resultados.
Antonio García-Vinuesa; Pablo Ángel Meira Cartea; José Antonio Caride Gómez; María Lucía Iglesias da Cunha. La representación del cambio climático en la universidad: valoraciones y creencias del alumnado. Educação e Pesquisa 2020, 46, 1 .
AMA StyleAntonio García-Vinuesa, Pablo Ángel Meira Cartea, José Antonio Caride Gómez, María Lucía Iglesias da Cunha. La representación del cambio climático en la universidad: valoraciones y creencias del alumnado. Educação e Pesquisa. 2020; 46 ():1.
Chicago/Turabian StyleAntonio García-Vinuesa; Pablo Ángel Meira Cartea; José Antonio Caride Gómez; María Lucía Iglesias da Cunha. 2020. "La representación del cambio climático en la universidad: valoraciones y creencias del alumnado." Educação e Pesquisa 46, no. : 1.
En este artículo se analizan los contextos innovadores generados en los campus juveniles del proyecto Climántica y se profundiza en ellos a través de un estudio de caso relativo a la expresión de las valoraciones de los estudiantes que participaron en el Primer Campus Climántica Iberoamérica celebrado en San José (Costa Rica) del 8 al 12 de abril de 2019, el cual recibió el máximo patrocinio de la UNESCO. Abarca la evolución del diseño de este tipo de campus que se pusieron en marcha en el curso 2007-2008 con el objetivo de investigar sobre nuevas formas en las que deben aprender los estudiantes para ser líderes creativos y comunicadores eficaces del cambio climático a través de la creación de productos de sensibilización ciudadana. Se recoge también la fundamentación y la evolución del proceso de selección, centrado inicialmente en encuentros presenciales de autores en Galicia, y desde el 2011 a través de una plataforma de presentación de productos multimedia a modo de congreso virtual, hecho que facilitó el proceso de internacionalización.
Francisco Sóñora Luna; Aitor Alonso Méndez; Antonio García-Vinuesa. Respuestas juveniles al cambio climático desde los campus de Climántica. Innovación educativa 2019, 5 -26.
AMA StyleFrancisco Sóñora Luna, Aitor Alonso Méndez, Antonio García-Vinuesa. Respuestas juveniles al cambio climático desde los campus de Climántica. Innovación educativa. 2019; (29):5-26.
Chicago/Turabian StyleFrancisco Sóñora Luna; Aitor Alonso Méndez; Antonio García-Vinuesa. 2019. "Respuestas juveniles al cambio climático desde los campus de Climántica." Innovación educativa , no. 29: 5-26.
Climate Change is the most important threat to our society and all species on Earth. Large alterations in the climate are affecting every aspect of our society and in order to limit this impact we must decarbonize the economy before 2050. Although science presents solid evidence on the magnitude of the problem and outlines precisely the consequences, people do not act accordingly and do not consider this issue a priority for their survival. The reason behind this paradox might be a non-appropriate Social Representation of Climate Change in society as the Social Representation conditions and forms the response of the society. In this paper, we extend previous investigations of how this Social Representation is formed in order to find ways to improve it through a Massive Online Open Course on the Science of Climate Change. Using a validated questionnaire, we investigated the knowledge dimension of the Social Representation of Climate Change in a group of students of a MOOC on Climate Change. A pre- and posttest revealed general improvements in all the categories that were considered in this study. A detailed analysis showed different degrees of improvement for different groups, providing new insights in the efficiency of knowledge-based online courses. Well designed Massive Online Open Courses, based on scientific evidence, targeted to the general public might improve the Social Representation of Climate Change, which may in turn trigger awareness and an effective mobilization to address this important and urgent topic.
Enzo Ferrari; Anne-Marie Ballegeer; Miguel Angel Fuertes; Pablo Herrero; Laura Delgado; Diego Corrochano; Santiago Andrés-Sánchez; Kylyan Marc Bisquert; Antonio Garcia-Vinuesa; Pablo Meira; Fernando Martinez; Camilo Ruiz. Improvement on Social Representation of Climate Change through a Knowledge-Based MOOC in Spanish. Sustainability 2019, 11, 6317 .
AMA StyleEnzo Ferrari, Anne-Marie Ballegeer, Miguel Angel Fuertes, Pablo Herrero, Laura Delgado, Diego Corrochano, Santiago Andrés-Sánchez, Kylyan Marc Bisquert, Antonio Garcia-Vinuesa, Pablo Meira, Fernando Martinez, Camilo Ruiz. Improvement on Social Representation of Climate Change through a Knowledge-Based MOOC in Spanish. Sustainability. 2019; 11 (22):6317.
Chicago/Turabian StyleEnzo Ferrari; Anne-Marie Ballegeer; Miguel Angel Fuertes; Pablo Herrero; Laura Delgado; Diego Corrochano; Santiago Andrés-Sánchez; Kylyan Marc Bisquert; Antonio Garcia-Vinuesa; Pablo Meira; Fernando Martinez; Camilo Ruiz. 2019. "Improvement on Social Representation of Climate Change through a Knowledge-Based MOOC in Spanish." Sustainability 11, no. 22: 6317.