Huertos universitarios: dimensiones de aprendizaje percibidas por los futuros maestros

Gozalbo, Màrcia Eugenio; Truchero, Guadalupe Ramos; Rapp, Cristina Vallés

doi:10.5565/rev/ensciencias.2657

Cited by 21 publications

(21 citation statements)

References 17 publications

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“…It is therefore fundamental to continue investigating and implementing educational strategies that put the spotlight on the students themselves and integrate theory and practice. In this regard, we can mention here that the use of the garden and landscape is a first-order pedagogical model for the studies of future teachers and is along the same lines as other recent studies (Ceballos et al, 2014;Delgado-Huertos, 2015;Eugenio and Aragón, 2016;Eugenio et al, 2019).…”

Section: Discussionsupporting

confidence: 53%

“…The quantitative study was in the form of a questionnaire on the impact of the garden on teachers' training, and two constructs were analyzed: perception of learning and acquisition of teaching competencies. The results show that the garden is a good approach for teaching subject contents and developing competencies in student teachers (Cantó et al, 2013;Ceballos et al, 2014;Aragón, 2017;Eugenio et al, 2019). The interactive experiences of students in the garden and its surrounding landscape promote the integration of theoretical content with practice in order to effectively and cooperatively address the resolution of scientific, social, and cultural problems.…”

Section: Discussionmentioning

confidence: 99%

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The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic–Musical Expression: Analysis of Competence Development in Student Teachers

et al. 2020

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The garden is a major educational resource that can be used for all areas of knowledge from an interdisciplinary perspective as it reflects the complexity and interactions of the natural environment. This research was carried out in the academic years 2017-2018 and 2018-2019 with 418 participants of from the second, third, and fourth year of the Degree in Primary Education at the University of Valencia. The use of the garden and the landscape is analyzed as a non-formal context for training primary school teachers through sensory experiences that contribute to the development of scientific and artistic competencies. The study focused on the relationship between natural sounds and emotions to promote the environmental awareness and active listening that are necessary to improve auditory perception and reflect on health problems caused by noise pollution. During the project, we discovered the synergies between experimental sciences and artistic-musical expression and their importance for developing university students' competencies in the professional, personal, and collective spheres. The activities consisted of (1) a walking tour from the Faculty of Education to the garden at 1 km from the center, to reflect on the origin and characteristics of sound, emotions and their relationship with music; (2) sensory experiences in the garden through visual and auditory interaction with the landscape; and (3) an immersion in quasireal scenarios created by virtual reality. The analysis was carried out by means of an ad hoc questionnaire with Likert-type items focused on aspects of the usefulness of gardens and the activities involved in the general and specific skills of the degree and open questions for reflections on emotional health, environmental sustainability, and artistic-musical creation as a representation of the environment. The results show the importance of the garden as a resource for training of primary teachers in a holistic and global approach that contributes to the development of teaching skills and the acquisition of knowledge based on sensory experiences with the landscape.

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Section: Discussionsupporting

confidence: 53%

Section: Discussionmentioning

confidence: 99%

The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic–Musical Expression: Analysis of Competence Development in Student Teachers

et al. 2020

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“…Therefore, there is a need for society to be aware and act responsibly through pro-environmental behaviours. Several studies highlight the importance of raising awareness among the population, with education being a relevant factor in the demand management and proper use of water [10,23,[32][33][34][35][36][37][38][39]. In fact, it seems that the higher the educational level of people, the greater their awareness about the quality of water and the damages caused by pollution [10], although it has no correlation with conservation behaviours [6].…”

Section: Introductionmentioning

confidence: 99%

“…Schools and universities are key elements for promoting this through the implementation of educational strategies which, by raising awareness of water issues, are able to develop sustainable attitudes, skills and competences in the members of society that promote their social responsibility [32,33,38,40]. The sociocultural context is related to the social representations about the causes, consequences and solutions to the water problem [24], so educational institutions are essential for raising awareness about water.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

2021

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Water conservation is essential for any activity, as well as for the survival of both human and other living beings. It is commonly associated with access to clean water and sanitation, or even to unsustainable production and consumption, or sustainable cities and communities. However, there is increasing awareness of emerging issues related to water resources and their impact or relationship with other issues, such as climate change, access to food, health and well-being, or biodiversity (marine and terrestrial). Therefore, this study is aimed at understanding the perception of students of the Degrees in Early Childhood Education and Primary Education concerning water issues and their relationship Sustainable Development Goals (SDGs; number 2,3,6,11,12,13,14 and 15) in a coastal urban context. The study used a qualitative design, in which 59 student teachers were interviewed. The instrument was validated by 12 experts. The content analysis indicates that student teachers understand that there is an environmental problem in relation to water caused by human behaviour, and that its effects have an impact on other areas that are related to the SDGs included in the 2030 Agenda.

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“…Gardens thus emerge as valuable contexts for science teaching that arouse students' interest and motivation toward learning (Eugenio-Gozalbo et al, 2019), help connect abstract learning with individual and collective experiential learnings, and integrate activities of daily life with curricular content (Tello and Díaz, 2017). A review of the impact of garden-based learning on academic outcomes revealed consistent positive results across programs, students samples, and school types (Williams and Dixon, 2013).…”

Section: Introductionmentioning

confidence: 99%

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

2020

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The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the preschool, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of "a garden" that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. Sample size was of 24-19-25-29 pairs per stage, respectively. Across all stages, an overall improvement in students' graphic expression was observed, which can be attributed to their experience in the space. At the preschool stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from preschool , primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience-which was based on permaculture practices-helped evolve their ideas toward an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer.

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Huertos universitarios: dimensiones de aprendizaje percibidas por los futuros maestros

Cited by 21 publications

References 17 publications

The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic–Musical Expression: Analysis of Competence Development in Student Teachers

The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic–Musical Expression: Analysis of Competence Development in Student Teachers

Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

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