Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food
Abstract
:1. Introduction
2. Materials and Methods
Data Collection and Analysis Tool
3. Results
3.1. Knowledge
3.1.1. Natural Systems
In this proposal, we have learnt about combustion processes. I did not know about them, and liked learning about them.(KNSBL7)
Other methods to assess our impact on the environment are our carbon footprint (direct/indirect impact of greenhouse gas emissions) and our water footprint (which represents the amount of water consumed, and how it is used to produce a product).(KNSBL11)
In this class, I have learnt about the impact not only of production, but also of transportation. If, for example, we grow products on our land taking care of soil recovery cycles, or using natural resources to avoid pesticides, but then we export these products to other countries, generating an impact because of their transportation, it is absurd. We are generating an unnecessary impact that eliminates the concept of self-sufficiency.(KNSAL15)
3.1.2. Eco-Social Crisis
It has helped me realise that generating so much CO2 generates enormous pollution and problems that affect people’s daily lives. Then, if, apart from CO2 production, there are thousands of other ways of polluting the planet, what will happen in a few years’ time and what will become of us?(KESCBL3)
This is a worrying fact for the environment because it means that at a general level in our country, more damage is done to the planet than I do myself, and that a change in the routines of all Spanish people is necessary, starting with the education of the future generations.(KESCBL7)
This type of livestock farming has a negative impact on what we know as the climate change crisis, due to the exploitation of those animals and the disappearance of natural ecosystems. Therefore, I agree with Carmen and Manuel’s proposal in the talk, and consider that it is necessary to resort to and increase the development and value of extensive livestock farming.(KESCAL23)
3.1.3. Diet
… in this challenge I am learning to eat more fruit every day because, in addition to being beneficial for my body thanks to the number of nutrients fruit contains, it is necessary to ensure numerous functions the body needs to perform every day. Fruit is valuable thanks to the fact that it is mainly composed of water, and contains a lot of vitamins and minerals such as calcium and potassium. Fruit contains carbohydrates such as simple sugars, and fats and proteins as an energy nutrient.(KDBL2)
We have been able to see that many of the foodstuffs we consume are transported from very distant places to the place where we are going to buy it. The number of kilometres that food travels to reach the supermarkets is generating a lot of CO2 due to the means of transportation that distributes it to the different shops.(KDBL15)
It is important to know that our diet has a strong impact on our carbon footprint since it is mainly based on meat and supports non-organic agriculture. It is related to the type of meat we normally consume, to the frequency with which we consume food with high food miles, and to where the products we consume come from.(KDAL21)
3.2. Attitudes and Emotions
3.2.1. Attitudes
We must become aware of the big problem we are facing.(AEABL71)
This has made me reflect on how I can reduce the impact on the environment when purchasing products, leading me to start examining this more in-depth.(AEABL21)
I liked doing this activity, because it helped me become aware and be more critical when shopping. Now, I first analyse the labels to see where the product comes from and choose those brands that are made in my town, or as close as possible, to reduce pollution caused by transportation.(AEAAL2)
3.2.2. Emotions
I feel good when I do things right, e.g., when I recycle or walk to places instead of driving.(I AEEBL25)
Currently, I have to admit that due to carelessness, or lack of awareness of the subject, I have never paid attention and have felt indifference to the products I consumed, not caring about the consequences that consuming different products could have on the environment.(AEEBL15)
It should be noted that, when I saw my results, I was surprised by the number of Earths I needed. However, my surprise was even greater when my classmates mentioned the number of Earths they needed, since I doubled most of them! The number of Earths that would be necessary if everyone behaved the same way I do, would be 6.9, which is practically 7! At that moment, I felt really bad about myself, since I was not aware of the consequences my behaviour has on the environment.(AEEAL4)
3.3. Behaviour
3.3.1. Intentions and Involvement
My level of involvement is high because I am more motived every day to reduce my carbon footprint.(BIIBL41)
All of this helps me for my future profession as a teacher, since I will be able to teach this knowledge to my students and make them aware of how important it is to reduce our carbon footprint. It will also give me tools and knowledge to teach my students the steps to follow to adopt a sustainable diet from a very young age.(BIIBL24)
I am 100% committed and involved in avoiding the use of private transportation to go to places I can get to walking or using public transportation. It makes me feel more committed to the environment, and I feel I take care of our planet.(BIIAL18)
3.3.2. Proposals for Solutions
I think we have also realised that we should consume local products whenever possible. Their packaging should be reusable and they should contribute as little as possible to pollution.(BPfSBL20)
Change is largely in the hands of the companies and people that have the most power and influence. I currently think that, obviously, those people should be part of the change. However, society, and citizens, can also contribute to a change through individual actions or by acting and fighting in a more collective way.(BPfSBL15)
Moreover, we should bear in mind that, although we can help, companies and people of great influence should also collaborate and, perhaps, we should fight and take action for them to collaborate. This is why our students should be aware so to that they can claim the help they need and deserve.(BPfSAL9)
3.4. Didactic Knowledge
3.4.1. What to Teach
From this experience and from the information I have received and learnt about in class these days, I have learnt the importance of raising awareness amongst our students from an early age about the situation we are experiencing, about how important it is to take measures to solve it. Our students should learn what types of food pollute more than others, put local origin before distant origin, choose what is ecological over what is not… In short, they should know about the importance of those small decisions we make in our daily lives that are very important for the future.(DKWtTBL1)
Once again, what we learn in class is really necessary to bring about a change in the population. If our students grow up being aware of the seriousness of the problem, they will not hesitate to get involved and take measures that in the long run delay the effects of global warming, with everything it entails.(DKWtTAL2)
3.4.2. How to Teach
What we learn from this is the importance that comics have in education. They can be used as a resource for students to explore their creativity, narrating their learning process. They also improve concentration and memory, as well as visual literacy and oral and written expression.(DKHtTBL2)
I find this project-based methodology more enriching than the traditional one since we, the students, create knowledge and, above all, discover it. To me, it is much easier to remember content that is really worked on than simply transmitted. Furthermore, the evaluation is carried out based on all kinds of projects and efforts and not through a simple test like an exam. This is a relief.(DKHtTAL3)
4. Conclusions and Discussion
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Dimension | Category | Indicators |
---|---|---|
Knowledge (K) Students’ conceptual, attitudinal, and procedural knowledge regarding environmental literacy acquired throughout the training proposal | Natural systems (NS) Students’ knowledge of the set of elements related to nature | Basic level (BL):has limited knowledge of natural systems Intermediate level (IL): begins to connect different parts of natural systems with each other, but does not have a complete and unified view of how all those elements interact in an integrated manner Advanced level (AL): has deep and holistic knowledge of natural systems |
Eco-social crisis (ESC) Students’ knowledge of the eco-social crisis related to planetary boundaries | Basic level (BL): recognises the existence of socio-environmental issues related to human lifestyles, but without understanding socio-environmental repercussions Intermediate level (IL): recognises the existence of socio-environmental issues related to human lifestyles, and is partially aware of socio-environmental repercussions, but does not have a complete understanding of the magnitude of the repercussions and of the urgency to mitigate them Advanced level (AL): recognises socio-environmental issues related to human lifestyles as the cause, and has an in-depth understanding of the current situation of socio-environmental repercussions | |
Diet (D) Students’ knowledge of diets with low environmental impact, which ensure safety and sovereignty for present and future generations | Basic level (BL): recognises nutrition as a process in terms of health Intermediate level (IL): recognises nutrition not only as a process in terms of health, but also has certain awareness of the impact of food on the environment and on society Advanced level (AL): recognises nutrition as a multidimensional process that has an impact on health, the environment, and society | |
Attitudes and emotions (AE) Students’ assessment, awareness, and emotions regarding the socio-environmental impact of food | Attitudes (A) Students’ attitudes towards the commitment to adopt (or not) a more sustainable and environmentally friendly lifestyle | Basic level (BL): does not express a commitment towards changing their lifestyle Intermediate level (IL): Considers changing, or has the intention to change their lifestyle, but without expressing a firm commitment Advanced level (AL): expresses a firm commitment towards changing their lifestyle |
Emotions (E) Students’ positive or negative feelings and emotions triggered by the eco-social crisis related to the impact of food | Basic level (BL): expresses unconscious feelings and emotions, both positive and negative, about socio-environmental issues Intermediate level (IL): expresses conscious emotions about socio-environmental issues, but does not analyse the situation in-depth, and does not reflect on the broader repercussions of the eco-social crisis Advanced level (AL): expresses emotions showing awareness of socio-environmental issues; analyses the situation and reflects on reality | |
Behaviour (B) Students’ assertive manner of behaving related to action | Intentions and involvement (II) Students’ thoughts and ideas about willingness to change their behaviour | Basic level (BL): expresses no intention to change their environmental behaviour Intermediate level (IL): shows awareness of the need for involvement towards environmental behaviour, but does not clearly define specific intentions to change, and places emphasis on the future Advanced level (AL): has a clear intention to change their environmental behaviour |
Proposals for solutions (PfS) Ideas and propositions the students put forward | Basic level (BL): proposes solutions far removed from a view of degrowth. They concern individual behaviour including habits that have little impact in terms of mitigating the eco-social crisis. Intermediate level (IL): proposes solutions aligned with both individual and collective behaviour that comes close to mitigating the eco-social crisis Advanced level (AL): proposes solutions aligned with a view of degrowth that involves alternative resources, oriented towards individual and collective participation towards lifestyles and development models in accordance with planetary boundaries | |
Didactic knowledge (DK) Students’ proposals for didactic action, which includes content worked on, methodology, and assessment | What to teach (WtT) Content related to EL worked on during the proposal | Basic level (BL): selects content related to the topic of food focused on health; has limited knowledge of socio-environmental issues Advanced level (AL): selects content related to the topic of food focused on degrowth, and on planetary boundaries; has in-depth knowledge of socio-environmental issues |
How to teach (HtT) Methodology | Basic level (BL): presents a teaching-learning process in which the teacher is the only person guiding the process Intermediate level (IL): presents a teaching-learning process in which the teacher guides the process, but promotes active participation of the students, encouraging them to collaborate and share ideas through specific activities that may lead to reflection Advanced level (AL): presents a teaching-learning process in which the teacher provides resources for the students to think and apply research strategies |
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Rodríguez Pérez, L.; Azcárate Goded, M.d.P.; García-González, E. Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food. Educ. Sci. 2024, 14, 912. https://doi.org/10.3390/educsci14080912
Rodríguez Pérez L, Azcárate Goded MdP, García-González E. Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food. Education Sciences. 2024; 14(8):912. https://doi.org/10.3390/educsci14080912
Chicago/Turabian StyleRodríguez Pérez, Lucía, María del Pilar Azcárate Goded, and Esther García-González. 2024. "Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food" Education Sciences 14, no. 8: 912. https://doi.org/10.3390/educsci14080912