Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools
Abstract
:1. Introduction
1.1. The Beginning: Environmental Education
1.2. Landscape in Sustainability Education
1.3. Landscape Teaching through the Mirror Class
1.4. Research Objectives
2. Materials and Methods
2.1. Didactic Proposal and Sample
2.2. Data Collection Tools and Research Variables
2.3. Statistical Analysis
3. Results
3.1. Scientific Learning Derived from the Mirror Class
3.2. Student Evaluation of the Didactic Proposal
4. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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University | Subject | N. Participants |
---|---|---|
Complutense University of Madrid (UCM) | Fundaments and Didactics of Geography | 29 |
University of Murcia (UMU) | Teaching and Learning of Natural Environment I | 36 |
Total | Teaching training degrees | 65 |
Block | Items Information | Variables |
---|---|---|
1. Anonymized personal information | Categorization of the students | Region |
University | ||
Gender | ||
Age | ||
Type of settlement | ||
2. Didactic value | Perception of the level of learning of key concepts of eco-social education | Concept of landscape |
Characteristics of sustainable development | ||
Applicability of environmental or eco-social education | ||
Landscape analysis methodology | ||
Didactic treatment of the landscape | ||
Comparison between landscapes | ||
Importance of valuing and caring for the landscape | ||
Interest in own landscapes | ||
Interest in foreign landscapes | ||
The SDGs of the UN 2030 Agenda | ||
3. Logistic assessment | Perception of the adequacy of logistical aspects | Theoretical explanation |
Practical proposal | ||
Duration | ||
Difficulty adequacy | ||
4. Learning | Perception of the level of the global learning | Prior knowledge |
Post-implementation knowledge | ||
5. Open comments | Open impression responses | Improvements |
Success |
Observations | UCM | UMU |
---|---|---|
Curricular | Good curricular foundations, although sometimes there is confusion between Social and Natural Sciences | |
Academic | Little original text, although well selected and ordered | Good research style: references to justify the prognosis |
Scientific/Didactic | Exclusive coverage of the SDGs without measures | |
Predisposition for didactic designs with older students: 2nd section of Primary Education (4th, 5th, and 6th year) | ||
Rigorous descriptions of landscape elements |
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Martínez-Hernández, C.; Robles-Moral, F.J. Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools. Sustainability 2023, 15, 16624. https://doi.org/10.3390/su152416624
Martínez-Hernández C, Robles-Moral FJ. Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools. Sustainability. 2023; 15(24):16624. https://doi.org/10.3390/su152416624
Chicago/Turabian StyleMartínez-Hernández, Carlos, and Francisco Javier Robles-Moral. 2023. "Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools" Sustainability 15, no. 24: 16624. https://doi.org/10.3390/su152416624