La educación para el cambio climático y los estudiantes de educación secundaria: metasíntesis (1993-2017)
Resumen En las últimas dos décadas, se ha constatado un creciente interés en torno a la educación para el cambio climático. Muestra de ello son los numerosos estudios y las diversas revisiones publicadas sobre este tópico educativo. En este artículo, presentamos una síntesis de conocimiento con el objetivo de analizar y valorar el alcance que han tenido los esfuerzos educativos en torno al cambio climático y relacionados con el estudiantado de educación secundaria. Se realizó revisión bibliográfica desde un enfoque sistemático junto a la técnica de metasíntesis, identificando 76 artículos publicados en revistas de alto impacto en el periodo 1993-2017 en el que participaron estudiantes de educación secundaria de 26 nacionalidades. La diversidad de metodologías empleadas y la variedad de perfiles socioculturales de la población participante dificulta generalizar los resultados obtenidos. Sin embargo, este estudio permite establecer el estado del arte sobre esta población estudiantil en lo que respecta a dimensiones como: el conocimiento general; la conciencia climática; los grados de responsabilidad atribuida al fenómeno antrópico; la preocupación y la percepción de riesgo; las actitudes proclimáticas; y la percepción de autoeficacia en la resolución del problema. En líneas generales, el alumnado de educación secundaria demuestra una dimensión conceptual homogénea con similares niveles de conocimiento ay compartiendo concepciones alternativas, mientras que las dimensiones de las actitudes y las percepciones son más heterogéneas.
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Boon, H. J. (2010). Climate change? Who knows? A comparison of secondary students and pre-service teachers. Australian Journal of Teacher Education, 35, 104–120. https://doi.org/10.14221/ajte.2010v35n1.9
Boyes, E., Chuckran, D., & Stanisstreet, M. (1993). How do high school students perceive global climatic change: What are its manifestations? What are its origins? What corrective action can be taken. Journal of Science Education and Technology, 2(4), 541–557. https://doi.org/10.1007/BF00695323
Boyes, E., Skamp, K., & Stanisstreet, M. (2009). Australian secondary students’ views about global warming: Beliefs about actions, and willingness to act. Research in Science Education, 39(5), 661–680. https://doi.org/10.1007/s11165-008-9098-5
Boyes, E., & Stanisstreet, M. (2012). Environmental education for behaviour change: Which actions should be targeted?. International Journal of Science Education, 34(10), 1591–1614. https://doi.org/10.1080/09500693.2011.584079
Boyes, E., Stanisstreet, M., Skamp, K., Rodriguez, M., Malandrakis, G., Fortner, R. W., Kilinç, A., Taylor, N., Chhokar, K., Dua, S., Ambusaidi, A., Cheong, I., Kim, M., & Yoon, H. G. (2014). An international study of the propensity of students to limit their use of private transport in light of their understanding of the causes of global warming. International Research in Geographical and Environmental Education, 23(2), 142–165. https://doi.org/10.1080/10382046.2014.891425
Boyes, E., Stanisstreet, M., & Yongling, Z. (2008). Combating global warming: the ideas of high school students in the growing economy of South East China. International Journal of Environmental Studies, 65(2), 233–245. https://doi.org/10.1080/00207230701284543
Bozdogan, A. E. (2011). A Collection of Studies Conducted in Education about ‘Global Warming’ Problem. Educational Sciences: Theory and Practice, 11(3), 1618–1624.
Calixto-Flores, R. C. (2015a). Social representations of climate change on students of secondary education. REXE-Revista de estudios y experiencias en educación, 14(27), 15–32.
Calixto-Flores, R. C. (2015b). A proposal of environmental education for the teaching of climate change. Diálogos Educativos, 29, 54–68.
Caride, J.A., & Meira-Cartea, P.Á. (2020). Environmental education at the limits, or the civic and pedagogical need for responses to a civilization that collapses. Pedagogía Social Revista Interuniversitaria, 36, 21-34. https://doi.org/10.7179/PSRI_2020.36.01
Chang, C. H., & Pascua, L. (2014). Uncovering the nexus between scientific discourse and school geography in Singapore students’ understanding of climate change. Research in Geographic Education, 16, 41–56.
Chang, C. H., & Pascua, L. (2016). Singapore students’ misconceptions of climate change. International Research in Geographical and Environmental Education, 25(1), 84–96. https://doi.org/10.1080/10382046.2015.1106206
Chang, C. H., & Pascua, L. (2017). The state of climate change education – reflections from a selection of studies around the world. International Research in Geographical and Environmental Education, 26(3), 177–179. https://doi.org/10.1080/10382046.2017.1331569
Chang, C. H., Pascua, L., & Ess, F. (2017). Closing the ‘Hole in the Sky’: The Use of Refutation-Oriented Instruction to Correct Students’ Climate Change Misconceptions. Journal of Geography, 117(1), 3–16. https://doi.org/10.1080/00221341.2017.1287768
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