Environmental issues and ecological understanding in teachers training

There is a clear relationship between the way we understand a phenomenon and how we act about it, and this is especially important when working with environmental subjects. Environmental problems are often abstract or imperceptible to students and for this reason difficult to understand. This articl...

Full description

Saved in:
Bibliographic Details
Published inActa Didactica Napocensia Vol. 2; no. 2; pp. 65 - 72
Main Authors Ibarra, Julia, Gil Quílez, María José, Carrasquer, José
Format Journal Article
LanguageEnglish
Published Babes-Bolyai University 2009
Subjects
Aquatic Sports
Berufspädagogik
Competence
Curriculum
Ecology
Environmental Influences
Europa
Foreign Countries
Information Technology
Marine Biology
Multimedia Materials
Naturwissenschaften
Persuasive Discourse
Preservice Teachers
Rumänien
Spain
Umweltbildung
Unterricht
Spain
Online AccessGet full text

Cover

More Information
Summary:There is a clear relationship between the way we understand a phenomenon and how we act about it, and this is especially important when working with environmental subjects. Environmental problems are often abstract or imperceptible to students and for this reason difficult to understand. This article is part of a more detailed study on how trainee teachers use ecological knowledge when dealing with particular environmental issues. This paper reports on the results of using a multimedia application, an interactive CD-ROM about fishing, with trainee teachers. The use of the interactive tool on an autonomous way has been reasonably successful for the students, who have reacted positively when allowed to work on their own individually or collectively. The students are able to answer correctly to the simplest aspects of the descriptive and explicative fields within the ecological models. On the other hand, the majority of the students do not meet the argumentative and applicative aspects of the knowledge because they lack basic elements that allow them to achieve the following competences: identify the model elements, identify the interrelations between them, connect causes and consequences. (Orig.)
ISSN:2065-1430
1504-9922
2065-1430