Conceptions about environment and environmental education by teachers from rural schools in Bogotá - Colombia

Galvis-Riaño, Carlos Julio; Palacios, Francisco Javier Perales; Ladino-Ospina, Yolanda

doi:10.1590/1809-4422asoc20180200r1vu2020l4ao

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…The analysis of perceptions regarding the environment within the field of education has sparked interest for decades in different countries, analysing misconceptions held (Tahsin 2003), with recommendations on educational approaches in teacher training (Van Petegem et al 2005), perceptions about Creative Thinking for environmental education (Daskolia et al 2012) and environmental education it-self (Mosothwane 2002). Studies of the perceptions held by inservice teachers are also a constant thread running through the literature on the subject (Flogaitis and Agelidou 2003;Benavides-Lahnstein and Ryder 2020;Galvis-Riaño et al 2020;Munoz et al 2009).…”

Section: Introductionmentioning

confidence: 99%

Trainee Teachers’ Perceptions of Socio-Environmental Problems for Curriculum Development

García-Morís

Medina

2022

Social Sciences

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Socio-environmental problems are some of the major concerns of today’s society, and education is an essential area to raise awareness and mould future citizens who will be committed to sustainability. The purpose of this paper is to ascertain how future primary and secondary education teachers in the area of social sciences perceive the socio-environmental problems that affect today’s society, for their subsequent inclusion in the curriculum. To this end, a study was carried out by means of a questionnaire, which showed that trainee primary and secondary teachers have a high consideration of these environmental problems, with hardly any differences noted according to sex or type of degree studied. This perception is positive in terms of the subsequent inclusion of socio-environmental problems in the development of the curriculum by the participating trainee teachers, who largely prefer an autonomous model for curricular implementation.

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Section: Introductionmentioning

confidence: 99%

Trainee Teachers’ Perceptions of Socio-Environmental Problems for Curriculum Development

García-Morís

Medina

2022

Social Sciences

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Unveiling in-service teachers’ conceptions of ‘environment’ and ‘environmental education’: an Ethiopian perspective

Gugssa

Aasetre

2022

Environmental Education Research

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Environmental education for sustainable development in engineering education in Colombia

Acosta-Castellanos,

Queiruga-Dios,

Camargo-Mariño

2024

Front. Educ.

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IntroductionEnvironmental education (EE) has been extensively studied and promoted in Latin America, particularly in Colombia, through educational policies and regulations at all educational stages. While EE is well-established, Education for Sustainable Development (ESD) is gaining increasing global importance, especially with the advent of the Sustainable Development Goals (SDGs). Despite this, there remains a lack of knowledge, application, and research of ESD within engineering programs in higher education. This study aims to explore these gaps and assess the acceptance of ESD compared to EE among engineering students in Colombia.MethodsA survey was conducted among 406 engineering students from eight universities in Colombia that offer undergraduate engineering programs. The survey included both Likert scale questions and open-ended questions. The objective was to measure students’ knowledge and perception of ESD, identify the roots of EE within engineering programs, and evaluate the progressive integration of ESD in these curricula.ResultsThe results revealed the deep-rooted presence of EE in Colombian engineering programs and a gradual incorporation of ESD into these curricula. However, significant gaps were identified. The majority of students demonstrated limited knowledge of ESD and Sustainable Development (SD). Furthermore, there was a noticeable lack of academic areas or subjects within the engineering curriculum that specifically promote the knowledge and application of ESD. Students’ responses also highlighted the unusual convergence between EE, a traditionally conservationist field, and ESD, which is more development-oriented.DiscussionThis research identifies several critical challenges faced by engineering education in Colombia. The limited awareness of ESD among students suggests a need for enhanced integration of sustainable development concepts within engineering curricula. The lack of academic subjects dedicated to ESD further exacerbates this issue. Based on these findings, a transition strategy is proposed to bridge the gap between EE and ESD in Colombian higher education. This strategy aims to provide a smoother transition and better integration of sustainable development principles within engineering programs, ultimately supporting the development of engineers equipped to address contemporary global challenges.

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Conceptions about environment and environmental education by teachers from rural schools in Bogotá - Colombia

Cited by 3 publications

References 5 publications

Trainee Teachers’ Perceptions of Socio-Environmental Problems for Curriculum Development

Trainee Teachers’ Perceptions of Socio-Environmental Problems for Curriculum Development

Unveiling in-service teachers’ conceptions of ‘environment’ and ‘environmental education’: an Ethiopian perspective

Environmental education for sustainable development in engineering education in Colombia

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