Suchergebnisse

The dynamics that today's society is facing require critical citizens capable of understanding the complexity of problems from their various dimensions. This work aimed to investigate the social representations that future primary school teachers have about socio-environmental problems, sustainability, purposes of socio-environmental education, and strategies to train in Global Citizenship Education and in Education for Sustainable Development. An exploratory case study was carried out, framed in an action-research approach in the classes of Social Sciences Teaching of the Primary Education Degree of two universities in Galicia (Spain): the University of A Coruña and the University of Santiago de Compostela. A quantitative and qualitative analysis was developed by applying a questionnaire to a sample of 200 students. The results showed that students focus on problems such as climate change or environmental pollution, leaving aside issues such as social inequalities, poverty, or gender issues. In addition, they have difficulties in recognizing the strategies by which teachers can provide their students with critical thinking that leads to social transformation. Significant differences were observed in some researched aspects according to the university of origin, the grade, and the gender of the students, with gender being the one that influenced the greatest number of questions.

This article belongs to the Special Issue Social Sciences Teaching in the Face of the Global Challenges of the 21st Century ; [Abstract] The dynamics that today's society is facing require critical citizens capable of understanding the complexity of problems from their various dimensions. This work aimed to investigate the social representations that future primary school teachers have about socio-environmental problems, sustainability, purposes of socio-environmental education, and strategies to train in Global Citizenship Education and in Education for Sustainable Development. An exploratory case study was carried out, framed in an action-research approach in the classes of Social Sciences Teaching of the Primary Education Degree of two universities in Galicia (Spain): the University of A Coruña and the University of Santiago de Compostela. A quantitative and qualitative analysis was developed by applying a questionnaire to a sample of 200 students. The results showed that students focus on problems such as climate change or environmental pollution, leaving aside issues such as social inequalities, poverty, or gender issues. In addition, they have difficulties in recognizing the strategies by which teachers can provide their students with critical thinking that leads to social transformation. Significant differences were observed in some researched aspects according to the university of origin, the grade, and the gender of the students, with gender being the one that influenced the greatest number of questions. ; This research was funded by the Erasmus+ Programme of the European Union within the action KA2—Cooperation for innovation and the exchange of good practices—Capacity Building in the field of Higher Education, grant number 609897-EPP-1-2019-1-ES-EPPKA2-CBHE-JP

El artículo defiende la relevancia de la geografía como saber estratégico y como forma de ver el mundo, lo que avala su utilidad como disciplina académica. Ahora bien, la enseñanza de la geografía debe entenderse en el sentido de una educación geográfica dirigida a promover la alfabetización geográfica, que se centra en la alfabetización espacial y en el desarrollo del pensamiento espacial omnipresente en nuestra vida diaria. La geografía contribuye a esta tarea a través de la alfabetización cartográfica, puesto que el mapa es un poderoso instrumento para alcanzar esta meta. No obstante, se revisa la deficiente utilización de los mapas en la escuela y se mencionan las limitaciones institucionales para asegurar una adecuada alfabetización cartográfica del profesorado. Finalmente, se afirma la necesidad de que los docentes reciban la formación suficiente en relación con las competencias necesarias para conducir el proceso de enseñanza y aprendizaje del lenguaje cartográfico.

This article presents a didactic model of critical geography, based on instruction recommendations for the teaching and learning of geography and social sciences. This is all with a very clear idea: to depart from a descriptive and reflective geography and move to an active and critical geography. Geography in which students participate in the construction of knowledge and increase their ability to reflect on geographical issues. The proposed didactic model drives active and critical geography in the classrooms. It starts with the analysis of territorial problems in Europe and makes them the object of research and reflection. The idea is not to dictate geography in classrooms but to introduce methodologies, resources and sources to carry out geographic research with students. With this idea in mind, the second part of the article examines the value of our didactic model through the analysis of fifteen research projects on European natural spaces carried out in the academic years of 2014-2015 and 2015-2016 with 74 university students in training to be geography teachers in secondary education. The results show that the students' didactic expectations grow when given geographic research to do as teaching practice. ; This research has received funding from the Programme for Research, Development and Technological Innovation oriented to the Challenges of Society (CSO2016- 75236-C2-1-R) and the National Plan of R&D from the Spanish Government (EDU2015-65621-C3-1-R) co-financed with ERDF funds from the European Union ; SI

It is evident that, despite the existing diversity in European rural areas, there has been significant changes seen in them over the last two decades, both from a social and economic point of view. Although scientific literature still holds views generalising the most common problems affecting the rural areas, today it certainly must no longer be considered as a simple production surface. Rural areas are pluri-active and multifunctional spaces that provide values of high interest to society. Information and Communication Technologies contribute to the installation of new economic activities in these spaces, albeit both human capital and political initiatives are required to spread this reality throughout the European countryside, especially when it comes to the more peripheral areas at risk of abandonment. ; Pese a la diversidad que existe en las áreas rurales europeas, es evidente que, en las dos últimas décadas, han tenido lugar cambios significativos en las mismas tanto desde el punto de vista social como económico. Aunque aún hay posturas en la literatura científica sobre la generalización de los problemas más comunes que afectan al medio rural, hoy día debe tenerse muy en cuenta que este ya no es visto como una simple superficie de producción. Las áreas rurales son espacios pluriactivos y multifuncionales que aportan valores de un elevado interés para la sociedad. Las tecnologías de la información y de la comunicación contribuyen a la instalación de nuevas actividades económicas en estos espacios, si bien se necesita tanto capital humano como iniciativas políticas para que esta realidad se propague a todo el medio rural europeo, especialmente a las áreas más periféricas en riesgo de abandono. ; Malgré la diversité qu'existe dans les zones rurales européennes, il est évidente que, dans les deux derniers décennies, ils ont eu lieu changements significatifs tant du point de vue social comme économique. Bien qu'il existe encore des positions dans la littérature scientifique sur la généralisation des problèmes les plus courants qui affectent au milieu rural, aujourd'hui il convient de tenir compte qu'il n'est pas plus vu comme une simple surface de production. Les zones rurales sont des espaces pluriactifs et multifonctionnels qu'apportent des valeurs d'un élevé intérêt pour la société. Les technologies de l'information et de la communication contribuent à l'installation de nouvelles activités économiques dans ces espaces, si bien se précise autant capital humain comme des initiatives politiques pour que cette réalité se propage à tout le moyen rural européen, spécialement aux zones les plus périphériques en risque d'abandon.

Los avances en la difusión de la Sociedad de la Información en España y en el conjunto de la Unión Europea han sido extraordinarios, sobre todo en lo que respecta al equipamiento y a la conectividad. A día de hoy, tres de cada cuatro hogares en la Unión Europea están conectados a la Red, lo que nos lleva a reflexionar acerca de la superación de la Brecha Digital tradicional tal y como se había entendido hasta ahora. Pero este hecho no implica que la Sociedad de la Información esté plenamente difundida, dado que la verdadera revolución de las nuevas tecnologías no va a tener lugar con una masa social que únicamente haga uso de sus servicios más básicos, sino con aquellos que puedan llegar a producir innovación y conocimiento, y por el momento, esa masa social es aún muy reducida. En el presente artículo se analiza cómo pueden contribuir las nuevas tecnologías en el proceso de configuración de las Smart Cities. Para ello se estudian el consumo de servicios avanzados tanto por parte de los ciudadanos como del sector empresarial en las comunidades autónomas de Galicia y Madrid. ; Advances in the spread of the Information Society in Spain and the European Union as a whole has been remarkable, especially in regard to equipment and connectivity. Three out of four European Union households are currently connected to the network and this fact could lead us to consider that the traditional digital divide has been overcome, as had so far been believed. Nevertheless, this does not imply that the Information Society is fully disseminated. The fact is that a real new technologies revolution cannot take place in a social mass that is only using basic services but in one that is producing innovation and knowledge, however, this mass, at the moment, is still very low. This article discusses how new technologies can contribute to the process of establishing Smart Cities and looks at the use of advanced services by both citizens and the business sectors in the regions of Madrid and Galicia. ; Les progrès dans la diffusion de la ...

Pese a la diversidad que existe en las áreas rurales europeas, es evidente que, en las dos últimas décadas, han tenido lugar cambios significativos en las mismas tanto desde el punto de vista social como económico. Aunque aún hay posturas en la literatura científica sobre la generalización de los problemas más comunes que afectan al medio rural, hoy día debe tenerse muy en cuenta que este ya no es visto como una simple superficie de producción. Las áreas rurales son espacios pluriactivos y multifuncionales que aportan valores de un elevado interés para la sociedad. Las tecnologías de la información y de la comunicación contribuyen a la instalación de nuevas actividades económicas en estos espacios, si bien se necesita tanto capital humano como iniciativas políticas para que esta realidad se propague a todo el medio rural europeo, especialmente a las áreas más periféricas en riesgo de abandono ; It is evident that, despite the existing diversity in European rural areas, there has been significant changes seen in them over the last two decades, both from a social and economic point of view. Although scientific literature still holds views generalising the most common problems affecting the rural areas, today it certainly must no longer be considered as a simple production surface. Rural areas are pluri-active and multifunctional spaces that provide values of high interest to society. Information and Communication Technologies contribute to the installation of new economic activities in these spaces, albeit both human capital and political initiatives are required to spread this reality throughout the European countryside, especially when it comes to the more peripheral areas at risk of abandonment ; SI

Los avances en la difusión de la Sociedad de la Información en España y en el conjunto de la Unión Europea han sido extraordinarios, sobre todo en lo que respecta al equipamiento y a la conectividad. A día de hoy, tres de cada cuatro hogares en la Unión Europea están conectados a la Red, lo que nos lleva a reflexionar acerca de la superación de la Brecha Digital tradicional tal y como se había entendido hasta ahora. Pero este hecho no implica que la Sociedad de la Información esté plenamente difundida, dado que la verdadera revolución de las nuevas tecnologías no va a tener lugar con una masa social que únicamente haga uso de sus servicios más básicos, sino con aquellos que puedan llegar a producir innovación y conocimiento, y por el momento, esa masa social es aún muy reducida. En el presente artículo se analiza cómo pueden contribuir las nuevas tecnologías en el proceso de configuración de las Smart Cities. Para ello se estudian el consumo de servicios avanzados tanto por parte de los ciudadanos como del sector empresarial en las comunidades autónomas de Galicia y Madrid ; Advances in the spread of the Information Society in Spain and the European Union as a whole has been remarkable, especially in regard to equipment and connectivity. Three out of four European Union households are currently connected to the network and this fact could lead us to consider that the traditional digital divide has been overcome, as had so far been believed. Nevertheless, this does not imply that the Information Society is fully disseminated. The fact is that a real new technologies revolution cannot take place in a social mass that is only using basic services but in one that is producing innovation and knowledge, however, this mass, at the moment, is still very low. This article discusses how new technologies can contribute to the process of establishing Smart Cities and looks at the use of advanced services by both citizens and the business sectors in the regions of Madrid and Galicia ; Les progrès dans la diffusion de la ...

This article provides the results of classroom research involving university students training to be secondary school teachers of geography and history. The research is based on the analysis of a word association test on Europe and the European Union. The results constitute an approach to the geographical and historical representations these students have of their own European continent. This is a fundamental question considering that this collective group is training to teach the contents and values of European geography in secondary school education. From here on, our intention is no other than to carry out an exercise of synthesis and overall reflection on the test results and introduce issues which could generate some debate in the educational community.

This article provides the results of classroom research involving university students training to be secondary school teachers of geography and history. The research is based on the analysis of a word association test on Europe and the European Union. The results constitute an approach to the geographical and historical representations these students have of their own European continent. This is a fundamental question considering that this collective group is training to teach the contents and values of European geography in secondary school education. From here on, our intention is no other than to carry out an exercise of synthesis and overall reflection on the test results and introduce issues which could generate some debate in the educational community.

This article provides the results of classroom research involving university students training to be secondary school teachers of geography and history. The research is based on the analysis of a word association test on Europe and the European Union. The results constitute an approach to the geographical and historical representations these students have of their own European continent. This is a fundamental question considering that this collective group is training to teach the contents and values of European geography in secondary school education. From here on, our intention is no other than to carry out an exercise of synthesis and overall reflection on the test results and introduce issues which could generate some debate in the educational community. ; This publication was prepared under the framework of a project called Social skills for a democratic citizenship: analysis, development and assessment [EDU2015-65621-C3-1-R], funded by the State Programme for Research, Development and Innovation Focusing on Challenges in Society for the Government of Spain [R+D+I, call 2015], the network of excellence - Red14 (State Plan for Scientific and Technical Research and Innovation 2013-2016, EDU2014-51720-REDT) and NEDAT (Programme for the Consolidation and Structuring of Competitive Research in the Galician University System, Network mode, R2014/018) ; SI