Demonstrating the effectiveness of two scaffolds for fostering students’ domain perspective reasoning

List, Alexandra

doi:10.1007/s10212-022-00643-8

Cited by 6 publications

(1 citation statement)

References 54 publications

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“…First, the results show that participants were able to autonomously approach the problem of avocado production and consumption from multiple perspectives. This is an improvement on previous research that acknowledged that students do not often consider multiple perspectives when tackling complex and controversial problems [45,46], and that when they do, it is because they have been explicitly asked to do so [47]. In the case presented, the design of the activity itself may have favored the integration of the systemic approach, as on the one hand, working through IG encouraged dialog and interaction between participants [48,49].…”

Section: Discussionmentioning

confidence: 84%

Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education

Guevara-Herrero

2024

Education Sciences

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The socio-environmental crisis in which we find ourselves makes it necessary to promote a citizenship capable of facing global challenges in an informed, critical, and participatory manner. Given the shortcomings of environmental education practices and the limitations of teachers to develop effective activities in their classrooms, it is necessary to review and redefine teacher training. In accordance with the case study research method, we present the results of the implementation of an activity for teacher training on environmental socio-scientific issues: the production and consumption of avocados in Spain. The aim is to find out how students use the evidence and what perspectives they integrate when making argued decisions, which will allow us to assess the didactic potential of the designed activity and contribute to the consolidation of the didactic dimension of eco-social education. The results show the students’ ability to use the evidence in a critical and reflective way, sometimes oriented toward the search for and proposal of solutions, and also their ability to address the problem using a systemic approach, integrating different perspectives, including political, economic, social, ecological, ethical, health, local, and global considerations. For this reason, the activity presented is considered suitable for promoting the didactics of eco-social education in teacher training.

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