ANÁLISE DE OPINIÕES DE ESTUDANTES UNIVERSITÁRIOS SOBRE PROJETOS DE EDUCAÇÃO AMBIENTAL: ESTUDO DE CASO PELO MÉTODO DOCUMENTAL

Autores

Palavras-chave:

Educação ambiental, Modelos Educacionais, Educação para o Desenvolvimento Sustentável, Participação da comunidade, Análise Documental

Resumo

A avaliação de um Projeto de Educação Ambiental (PEE) é uma etapa crítica e incontornável na melhoria dos processos implicados no seu desenvolvimento. Para identificar aspectos positivos e negativos de um determinado EEP, obter feedback de avaliadores externos não envolvidos pode contribuir para enriquecer a visão. Esta pesquisa apresenta uma abordagem qualitativa com base em um estudo de caso por meio do método documental. Os participantes foram 22 estudantes universitários da Licenciatura em Ciências Ambientais da Espanha. Eles assistiram a dois vídeos curtos sobre os objetivos e atividades de um EEP realizado em áreas rurais da Argentina e depois escreveram cartas de no máximo 500 palavras para os responsáveis. A análise de conteúdo foi realizada pela codificação com três codificadores (Fleiss kappa = 0,62). As unidades codificadas selecionadas foram 175 e foram estruturadas em 10 categorias, agrupadas em 3 dimensões: modelos educativos (53,6%), impacto na comunidade local (29,8%) e conteúdo científico sobre desenvolvimento sustentável (16,6%). Aspectos foram valorizados positivamente em sua maioria, principalmente no que se refere a um modelo pedagógico inovador, ativo e prático e à importância da perspectiva social e cooperativa das instituições. O aspecto negativo mais relevante detectado é a necessidade de uma perspectiva integrada ao abordar o conteúdo científico.

Downloads

Não há dados estatísticos.

Biografia do Autor

Susana Rams Sanchez, Professor in the University Master's Degree in Secondary Education Teachers at the Universidad de Granada - Spain

Doctor in Biological Sciences by the Universidad de Murcia

Mauro Sebastián Porcel de Peralta, Professor at the Universidad Nacional del Litoral - Argentina.

Doctor in Biotechnology by the Universidad Nacional del Litoral

Héctor Santiago Odetti, Professor at the Universidad Nacional del Litoral - Argentina

Doctor in Biological Sciences by the Universidad Nacional del Litoral

Referências

AARNIO-LINNANVUORI, E. How do teachers perceive environmental responsibility? Environmental Education Research, v.25, n.1, 46-61, 2019.

AGUILAR, O. M. Examining the literature to reveal the nature of community EE/ESD programs and research. Environmental Education Research, v.24, n.1, p.26-49, 2018.

ANNAN-DIAB, F.; MOLINARI, C. Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, v.15, n.2, p.73-83, 2017.

AUTIERI, S. M.; AMIRSHOKOOHI, A.; KAZEMPOUR, M. The science-technology-society framework for achieving scientific literacy: an overview of the existing literature. European Journal of Science and Mathematics Education, v.4, n.1, p.75-89, 2016.

AVALOS, B. Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, v.27, n.1, p.10-20, 2011.

BARTH, M.; THOMAS, I. Synthesising case-study research – ready for the next step? Environmental Education Research, v.18, n.6, p.751-764, 2012.

BARTHOLOMEW, K. J. et al. Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, v.53, p.50-63, 2018.

BAUMAN, Z. Education in Liquid Modernity. Review of Education Pedagogy and Cultural Studies, v.27, n.4, p.303-317, 2005.

BOGNER, F. X. Empirical evaluation of an educational conservation programme introduced in Swiss secondary schools. International Journal of Science Education, v.21, n.11, p.1169-1185, 1999.

BOYES, E.; STANISSTREET, M. (2012). Environmental education for behaviour change: Which actions should be targeted? International Journal of Science Education, v.34, n.10, p.1591-1614, 2012.

BURMEISTER, M.; EILKS, I. An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching. Chemistry Education Research and Practice, v.13, n.2, p.93-102, 2012.

BURMEISTER, M.; RAUCH, F.; EILKS, I. Education for Sustainable Development (ESD) and chemistry education. Chemistry Education Research and Practice, v.13, n.2, p.59-68, 2012.

CAMILLONI, A. R. W. de et al. El saber didáctico. Paidós, 2007.

CORAGLIA, S.; QUARANTA, J. F.; ODETTI, H. Propuesta Docente sobre Educación Ambiental. Una experiencia para nivel Secundario desde la integración de las TIC. En S. RAMS (Coord.), Colección de Materiales Docentes para Didáctica de las Ciencias Experimentales, vol. I, Educación Secundaria (pp. 1-34). Universidad de Granada. DOI: 10.5281/zenodo.3884040, 2020.

CORNELIUS-WHITE, J. Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, v.77, n.1, p.113-143, 2007.

CUTTER-MACKENZIE, A.; EDWARDS, S. Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning. The Journal of Environmental Education, v.44, n.3, p.195-213, 2013.

DIELEMAN, H.; HUISINGH, D. Games by which to learn and teach about sustainable development: exploring the relevance of games and experiential learning for sustainability. Journal of Cleaner Production, v.14, n.9-11, p.837-847, 2006.

DIELEMAN, H.; JUÁREZ-NÁJERA, M. ¿Cómo se puede diseñar educación para la sustentabilidad? Revista Internacional de Contaminación Ambiental, v.24, n.3, p.131-147, 2008.

EDWARDS, S.; CUTTER-MACKENZIE, A. Environmentalising Early Childhood Education Curriculum through Pedagogies of Play. Australasian Journal of Early Childhood, v.36, n.1, p.51-59, 2011.

FINDLER, F. et al. The impacts of higher education institutions on sustainable development. International Journal of Sustainability in Higher Education, v.20, n.1, p.23-38, 2019.

GIROUX, H. A. Theories of reproduction and resistance in the New Sociology of Education: A Critical Analysis. Harvard Educational Review, v.53, n.3, p.257-283, 1983.

GOUGH, A. Towards more effective learning for sustainability: Reconceptualising science education. Transnational Curriculum Inquiry, v.5, n.1, p.32-50, 2008.

GOUGH, A. (2013). The emergence of environmental education research: a ‘history’ of the field. In R. B. STEVENSON, M. BRODY, J. DILLON, A. WALS (Eds.), International Handbook of Research on Environmental Education. Routledge: 2013. p.13-22.

GREENHOW, C.; LEWIN, C. Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, v.41, n.1, p.6-30, 2015.

HACKING, E. B.; CUTTER-MCKENZIE, A.; BARRATT, R. Children as active researchers: the potential of environmental education research involving children. In R. B. STEVENSON, M. BRODY, J. DILLON, & A. E. J. WALS (Eds.). International Handbook of Research on Environmental Education. Routledge: 2013. p. 438-458.

HAMRE, B. K. et al. Teaching through Interactions. The Elementary School Journal, v.113, n.4, p.461-487, 2013.

JICKLING, B.; WALS, A. E. J. Globalization and environmental education: looking beyond sustainable development. Journal of Curriculum Studies, v.40, n.1, p.1-21, 2008.

JONGBLOED, B.; ENDERS, J.; SALERNO, C. Higher education and its communities: Interconnections, interdependencies, and a research agenda. Higher Education, v.56, n.3, p.303-324, 2008.

KOPNINA, H. Future scenarios and environmental education. The Journal of Environmental Education, v.45, n.4, p.217-231, 2014.

KOPNINA, H. Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, v.51, n.4, p.280-291, 2020.

KRASNY, M. E.; ROTH, W. Environmental education for social-ecological system resilience: a perspective from activity theory. Environmental Education Research, v.16, n.5-6, p.545-558, 2010.

KUNTER, M., et al. Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, v.105, n.3, p.805-820, 2013.

LAMBRECHTS, W. et al. The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. Journal of Cleaner Production, v.48, p.65-73, 2013.

LIEFLÄNDER, A. K. et al. Evaluating Environmental Knowledge Dimension Convergence to Assess Educational Programme Effectiveness. International Journal of Science Education, v.37, n.4, p. 684-702. 2015.

LIU, Q.; CHENG, Z. M.; CHEN, M. Effects of environmental education on environmental ethics and literacy based on virtual reality technology. The Electronic Library, v.37, n.5, p.860-877, 2019.

MAYER, R. E. Should there be a three-strikes rule against pure discovery learning? American Psychologist, v.59, n.1, p.14-19, 2004.

MONROE, M. C. ET AL. Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, v.25 n.6, p.791-812, 2017.

ODETTI, H.; PORCEL DE PERALTA, M. Proyectos medioambientales escolares generados a partir de actividades para la enseñanza mediada por TIC. [Video] DOI: 10.5281/zenodo.4295520, 2020a

ODETTI, H.; PORCEL DE PERALTA, M. Enseñanza de la Química con perspectiva CTSA: experiencia en una escuela media rural. [Video] DOI: 10.5281/zenodo.4295548, 2020b.

PAUW, J. B. D. et al. The effectiveness of education for sustainable development. Sustainability, v.7, n.11, p.15693-15717, 2015.

PAYNE, P. G. Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families: an “other” form of environmental education. Environmental Education Research, v.16, n.2, p.209-231, 2010.

PINTRICH, P.; MARX, R.; BOYLE, R. Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, v.63, p.167-199, 1993.

PRME. The first report on PRME Chapters: Collaborating to transform management education in support of sustainable development, Principles for Responsible Management Education. 2015. Retrieved from https://d1ngk2wj7yt6d4.cloudfront.net/public/uploads/PDFs/FirstReportonPRMEChapters2015.pdf

RAMS, S.; PORCEL DE PERALTA, M.; & ODETTI, H. Dataset for intercontinental assessment of the educational environmental project "IO-00118-17". DOI: 10.5281/zenodo.4295551, 2020.

REGIER, D. A. et al. DSM-5 field trials in the United States and Canada, Part II: test-retest reliability of selected categorical diagnoses. The American Journal of Psychiatry, v.170, n.1, p.59-70, 2013.

RICKINSON, M.; HALL, M.; REID, A. Sustainable schools programmes: what influence on schools and how do we know? Environmental Education Research, v.22, n.3, p.360-389, 2015.

ROSENTHAL, D. Two approaches to science-technology-society (S-T-S) education. Science Education, v.73, n.5, p.581-89, 1989.

SACHS, J. D. ET AL. Six transformations to achieve the sustainable development goals. Nature Sustainability, v.2, n.9, p.805-814, 2019.

SCHELLY, C. et al. How to Go Green: Creating a Conservation Culture in a Public High School Through Education, Modeling, and Communication. The Journal of Environmental Education, v.43, n.3, p.143-161, 2012.

SCHERER, R.; SIDDIQ, F.; TONDEUR, J. The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, v.128, p.13-35, 2018.

SCHUSLER, T. M.; KRASNY, M. E. Environmental Action as Context for Youth Development. The Journal of Environmental Education, v.41, n.4, p.208-223, 2010.

SCOTT, W.; OULTON, C. Environmental Values Education: an exploration of its role in the school curriculum. Journal of Moral Education, v.27, n.2, p.209-224, 1998.

SEVIAN, H.; TALANQUER, V. Rethinking chemistry: a learning progression on chemical thinking. Chemistry Education Research and Practice, v.15, n.1, p.10-23, 2014.

SINATRA, G. The “Warming Trend” in Conceptual Change Research: The Legacy of Paul R. Pintrich Gale. Educational Psychologist, v.40, n.2, p.107-115, 2005.

SINGH, P. et al. Pro-environmental behavior in families: A reverse socialization perspective. Journal of Business Research, v.115, p.110-121, 2020.

STERN, M. J.; POWELL, R. B.; HILL, D. Environmental education program evaluation in the new millennium: what do we measure and what have we learned? Environmental Education Research, v.20, n.5, p.581-611, 2014.

STEVENSON, K. T.; PETERSON, M. N.; BONDELL, H. D. The influence of personal beliefs, friends, and family in building climate change concern among adolescents. Environmental Education Research, v.25, n.6, p.832-845, 2016.

TABER, K. S. Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, v.14, n.2, p.156-168, 2013.

TAI, J. et al. Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, v.76, n.3, p.467-481, 2017.

THOMAS, I.; BARTH, M.; DAY, T. Education for Sustainability, Graduate Capabilities, Professional Employment: How They All Connect. Australian Journal of Environmental Education, v.29, n.1, p.33-51, 2013.

TRACY, S. J. Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research. Qualitative Inquiry, v.16, n.10, p.837-851, 2010.

UN. Resolution adopted by the General Assembly on 1 September 2015. Transforming our world: the 2030 Agenda for Sustainable Development. A/RES/69/315. 2015. Retrieved from https://www.unescwa.org/sites/www.unescwa.org/files/un_resolutions/a_res_69_315_e.pdf

UNESCO. United Nations Decade of Education for Sustainable Development (2005-2014) Framework for the international implementation scheme. 32 C/INF.9. 2003. Retrieved from http://unesdoc.unesco.org/images/0013/001311/131163e.pdf

UNESCO. Aichi-Nagoya Declaration on Education for Sustainable Development. 2014. Retrieved from https://sustainabledevelopment.un.org/content/documents/5859Aichi-Nagoya_Declaration_EN.pdf

VOLK, T.; CHEAK, M. The effects of an environmental education program on students, parents, and community. The Journal of Environmental Education, v.34, n.4, p.12-25, 2003.

Publicado

2023-01-05

Como Citar

Rams Sanchez, S., de Peralta, M. S. P. ., & Odetti, H. S. (2023). ANÁLISE DE OPINIÕES DE ESTUDANTES UNIVERSITÁRIOS SOBRE PROJETOS DE EDUCAÇÃO AMBIENTAL: ESTUDO DE CASO PELO MÉTODO DOCUMENTAL. Cenas Educacionais, 6, e14820. Recuperado de https://revistas.uneb.br/index.php/cenaseducacionais/article/view/14820

Edição

Seção

Artigos (Fluxo Contínuo)