The environment as an educational space in times of crisis: evaluation of an experience outside the classroom and its application, the transmission of attitudes, values and knowledge related to the teaching and learning of geosciences.
Article Sidebar
Main Article Content
Abstract
For just over a year, the COVID-19 pandemic has been producing a global impact that has had a special effect on health and educational matters. In countries like Spain, the teaching and learning processes have been affected all over educational levels.
In this extraordinary situation, the Spanish education system has tried to adapt itself to the new situation characterized by restrictions to attenuate the effects of the pandemic, sometimes promoting novel teaching strategies, such as the almost exclusive use of ICT in a situation of exceptional during the middle of the course. In those scientific disciplines where outdoor classrooms are common, however, there have also been constant changes in work procedures, which are also necessary to adapt teaching to the new status quo.
In some scientific disciplines where the use of laboratories and outdoor classrooms is usual, the pandemic was particularly affected during the 2019-20 academic year. However, during the last year, special teaching measures with adequate ventilation have led the outdoor classrooms in subjects related to Biology and Geology, based on educational interventions in the environment.
The result has been an image that allows us to present in this work the comparison of the data obtained after analyzing the impressions on the participation of 648 male and female students from eighteen educational centers in the Autonomous Community of Extremadura (Spain). This self-evaluation required the design of a questionnaire about educational intervention outdoor classroom aimed at students and teachers. As a result of this experience, proposals are made to improve strategies for educational interventions outdoor classroom.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Antón, A., y Moraza, J.I. (2014). Concepciones de los docentes universitarios y evaluación de los aprendizajes. International Journal of Developmental and Educational Psychology, 1(5), 273-282.
Brígido, Mª., Borrachero, A.B., Bermejo, M.ª L., y Dávila, Mª A. (2014). Programa de intervención para la mejora de las creencias de autoeficacia en las clases de ciencias. International Journal of Developmental and Educational Psychology, 1(5), 73-80.
Brusi, D. (1992). Reflexiones en torno a la Didáctica de las salidas de campo en Geología I: Aspectos funcionales. II: Aspectos metodológicos. Actas VII Simposio sobre Enseñanza de la Geología. Santiago de Compostela, 363-407.
Brusi, D., Zamorano M., Casellas R., y Bach, J. (2011). Reflexiones sobre el diseño por competencias en el trabajo de campo en Geología. Enseñanza de las Ciencias de la Tierra, 19 (1), 4-14.
Calonge, Mª. A., Fermeli, G., Meléndez, G., y Martínez, J.A. (2014). Proyecto GeoSchools: reflexiones sobre la Geología en la Enseñanza Secundaria Obligatoria. Geogaceta, 55, 99-102.
Maldonado, J.J., Corrales, J.Mª., y Cardenal, Mª. M. (2018). Patrimonio natural, educativo, cultural y socioeconómico de la Vía de la Plata en Extremadura. En: Gómez-Ullate, M., Ochoa Siguencia, L., Álvarez-García, J. Del Río Rama, M. de la C. (ed.). Cultural Routes and Heritage. Tourism and Rural Development. Cultour +. Book of Proceedings: 53-74.
Mellado, V., Blanco, L.J., Borrachero, A.B., y Cárdenas, J.A. (2012). Las emociones en la enseñanza y el aprendizaje de las Ciencias y las Matemáticas (II). Grupo de Investigación DEPROFE. 328 p.
Moraza, J.I., y Antón, A. (2014). Las concepciones del docente universitario y la evaluación: génesis y desarrollo de la aplicación de un enfoque metodológico. International Journal of Developmental and Educational Psychology, 5(1), 261-272.
Jay, J., & Johnson, K. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85.
Lotter, C.R., & Miller, C. (2017). Improving inquiry teaching through reflection on practice. Research in Science education, 47(4), 913-942.
Pedrinaci, E. (2013). Alfabetización en Ciencias de la Tierra y competencia científica. Enseñanza de las Ciencias de la Tierra, 21(2), 208-214.
Rebollada, E., Corrales, J. Mª., y Rus, E. (2018). Patrimonio cultural de las ciudades vinculadas con la Vía de la Plata en Extremadura: un recurso para la enseñanza de las ciencias llevado a cabo en la ciudad de Cáceres. En: Gómez-Ullate, M., Ochoa Siguencia, L., Álvarez-García, J. Del Río Rama, M. de la C. (ed.). Cultural
Routes and Heritage. Tourism and Rural Development. Cultour +. Book of Proceedings: 75-84.
Reza, J.K. (2019). La práctica reflexiva: requisito indispensable para poner en marcha el modelo educativo vigente. En: J.A. Trujillo Holguín, A.C. Ríos Castillo y J.L. García Leos (Coords.), Desarrollo profesional docente: reflexiones de maestros en servicio en el escenario de la Nueva Escuela Mexicana (pp. 103-114), Chihuahua, México: Escuela Normal Superior Prof. José E. Medrano R.
Schraw, G., y Olafson, L. (2003). Teacher’s Epistemological World Views and Educational Practices. Journal of Cognitive Education and Psychology, 3(2), 178-235.
Vázquez-Bernal, B., Jiménez-Pérez, R., y Mellado, V. (2019). El conocimiento didáctico el contenido (CDC) de una profesora de ciencias: reflexión y acción como facilitadores del aprendizaje. Enseñanza de las Ciencias, 37(1), 25-53.
Woodbury, S., & Gess-Newsome, J. (2002). Overcoming the paradox of change without difference: a model of change in the arena of fundamental school reform. Educational Policy, 16(5), 764-783.