000117656 001__ 117656
000117656 005__ 20220711110510.0
000117656 0247_ $$2doi$$a10.26855/er.2022.05.004
000117656 0248_ $$2sideral$$a128601
000117656 037__ $$aART-2022-128601
000117656 041__ $$aeng
000117656 100__ $$0(orcid)0000-0001-9336-4644$$aCarrasquer-Álvarez, B.$$uUniversidad de Zaragoza
000117656 245__ $$aEnvironmental Education toward Sustainable Development: Training Early-Ages Pre-Service Teachers to Design Their Own Scientific Didactic Proposals
000117656 260__ $$c2022
000117656 5060_ $$aAccess copy available to the general public$$fUnrestricted
000117656 5203_ $$aThis study was implemented with 540 early-ages pre-service teachers during three academic courses in Spain. Students designed their own didactic proposals with environmental education aim toward Sustainable Development Goals (SDGs). Countless initiatives are being implemented at all educational levels around the world to include these SDGs in didactic programs. However, traditional teaching methods are sometimes insufficient to achieve a “proactive attitude” toward environmental problems by pupils. Certain characteristics of teaching and learning in the early-ages are exploration, motivation, curiosity, questioning, dialogue, collaboration, and reasoning to establish connections between scientific concepts and their environment. Therefore, the study was induced by the interest of introducing scientific methodology to achieve environmental education aims. The design of scientific didactic proposals was helpful for early-years prospective teachers to acquire environmental education skills toward SDGs. They increased their knowledge regarding environmental issues and their feeling of moral obligation to protect the environment and self-reported pro-environmental behavior, being aware of their role as educators. However, future experiences will be specially intended to enhance the importance of met a cognitive and emotive learning in pupils, including observation, identification, argumentation, and discussion.
000117656 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/S27-20R$$9info:eu-repo/grantAgreement/ES/MICINN/PID2019-105320RB-I00$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-1-231$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-525
000117656 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000117656 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000117656 700__ $$0(orcid)0000-0003-4147-1821$$aPonz-Miranda, A.$$uUniversidad de Zaragoza
000117656 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000117656 773__ $$g6, 5 (2022), 171-179$$tThe Educational Review, USA$$x2575-7938
000117656 8564_ $$s278456$$uhttps://zaguan.unizar.es/record/117656/files/texto_completo.pdf$$yVersión publicada
000117656 8564_ $$s2427680$$uhttps://zaguan.unizar.es/record/117656/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000117656 909CO $$ooai:zaguan.unizar.es:117656$$particulos$$pdriver
000117656 951__ $$a2022-07-11-08:48:33
000117656 980__ $$aARTICLE