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dc.creatorSolís Espallargas, María del Carmenes
dc.creatorMorón Monge, Hortensiaes
dc.date.accessioned2020-09-14T09:24:39Z
dc.date.available2020-09-14T09:24:39Z
dc.date.issued2020
dc.identifier.issn2071-1050es
dc.identifier.urihttps://hdl.handle.net/11441/101032
dc.description.abstractThe work is carried out in accordance with the Sustainable Development Goal 13 Climate Action with prospective primary school teachers. The study presented is part of the science education subject at the University of Seville (Spain) during the 2019–2020 academic year. This research has two main goals, on the one hand, to present an innovative educational experience (design and implementation) for teacher training, on the other hand, to assess the educational implication of the experience from the prospective primary school teachers’ self-perception about their level of sustainability competences achieved. The novel educational experience consisted in the inquiry of prior knowledge about climate change in primary school children for the design of a lesson plan. The degree of scope of the educational experience, in particular, the level of sustainability competences achieved was assessed from the self-perception of the participants (Prospective Primary school Teachers) through a Likert-type questionnaire. The results show an improvement in the degree of acquisition of these competences, not only from their self-perception, but also from the investigative process followed through this innovative experience. Likewise, these results indicate the success of the educational proposal as a possible educational strategy for the sustainability of the curriculum in the field of science education.es
dc.formatapplication/pdfes
dc.format.extent17 p.es
dc.language.isoenges
dc.publisherMDPIes
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectTeacher traininges
dc.subjectPrimary educationes
dc.subjectCompetencies in sustainabilityes
dc.subjectPerceptiones
dc.subjectClimate changees
dc.titleHow to Improve Sustainability Competences of Teacher Training? Inquiring the Prior Knowledge on Climate Change in Primary School Studentses
dc.typeinfo:eu-repo/semantics/articlees
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessrightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Didáctica de Ciencias Experimentales y Socialeses
dc.relation.publisherversionhttps://doi.org/10.3390/su12166486es
dc.identifier.doi10.3390/su12166486es
dc.journaltitleSustainabilityes
dc.publication.volumen12es
dc.publication.issue16es
dc.publication.initialPage6486-1es
dc.publication.endPage6486-17es

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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as: Attribution-NonCommercial-NoDerivatives 4.0 Internacional