Acquisition of Competences for Sustainable Development through Visual Thinking. A Study in Rural Schools in Mixco, Guatemala

Abstract

The acquisition of competences for sustainable development can be promoted in educational contexts through Visual Thinking. This study is based on the implementation of the Visual Arts in Education (VA.E) project and the development of a programme of socialization and training for teachers of schools in area 6 of the city of Mixco in Guatemala. The participant observation and research action are the core methodological tools to study four key competences, namely critical analysis, systemic analysis, collaborative work or work through projects, and commitment to society. The results were obtained from the analysis of the competences and capacities acquired during the training process, in which students and teachers participated and expressed through observable learning conducts or achievements. The proposal aims to contribute to the study of the impact of Visual Thinking as a tool for teaching-learning of students in rural schools, and of teaching practices based on the acquisition of competences for sustainable development that can be assumed by teachers in all educational levels and contexts.

The Effect of Augmented Reality in Improving Visual Thinking in Mathematics of 10th-Grade Students in Jordan

“…The information offered in the study unit (geometry) in the textbook of the 10th grade has helped to develop the visual reading skill among the students of the experimental group represented by the ability to determine the dimensions and nature of this shape on the one hand. On the other hand, it has helped students to perceive the shape and distinguish it from other shapes and this represents the development of the visual discrimination skill, and this is confirmed by [17]. The development of the scientific deduction skill is represented by the ability of students to attain new meanings and scientific concepts and principles through the shape.…”

“…Visual thinking is one of the types of thinking that is no less important than other types of thinking because it depends on the five senses that connect the person with the world around him and we cannot express it in writing [16]. As defined by [17], it is the merging of the senses with thinking to help in explaining a situation, and it is the greatest method of perception and has a direct impact on developing skills and acquiring competencies in teaching and learning. However, it is shown the effectiveness of augmented reality based on mobile learning in developing academic achievement and motivation in science subjects for fourth-grade students is on the rise [6].…”

Intención del comportamiento de estudiantes relacionada a los objetivos de desarrollo sostenible, basado en la teoría del comportamiento planificado

“…Luego, pareciera ser ventajoso para el desarrollo de las competencias de los alumnos la incorporación de contenidos vinculados a los ODS, dado que estas competencias requerirán el cumplimiento de ciertos objetivos de aprendizaje para todos los ODS, descritos en los dominios cognitivos, socioemocionales y conductuales (Murga, 2015;Carrascal et al, 2019). En el caso del dominio cognitivo se refiere al conocimiento y herramientas de pensamiento necesarias para comprender mejor los ODS y los desafíos implicados en su consecución.…”

Exploring the Related Factors in Education Quality through Spatial Autoregressive Modeling with Latent Variables: A Rural Case Study

“…It means that Sumenep City received students for the high school level from its neighboring districts. Referring to (12), there is a negative spillover in terms of good students input to Sumenep City from its neighboring districts, namely Saronggi, Rubaru, Kalianget, Manding, Batuan, and Gapura. Sumenep City has three public senior high schools that are strongly favored by the community or by students, while its three neighboring districts, Saronggi, Rubaru, and Manding, do not have any public schools.…”

“…In 1980, only a small proportion of rural children attended preschool, but in 2014, more than 90% of rural children attended preschool. Carrascal et al [12] focused their research on rural primary schools in Mixco, Guatemala. ey developed the E.CO Kit as an effective teaching-learning tool that contributed to improving the visual literacy and creativity of students.…”