Innovation in the teaching-learning process of global climate change through the collaborative wall

Abstract

The aim of this mixed research is to analyze the students' perception about the use of the collaborative wall in the educational process of global climate change considering data science. The collaborative wall is a web application that allows the active participation of students and discussion of ideas in the classroom. During the face-to-face sessions, the students use mobile devices to share the information and images of the courses through the collaborative wall. The sample is made up of 74 students from the National Preparatory School No. 7 “Ezequiel A. Chávez” who took the Biology IV course during the 2019 school year. The results of machine learning (linear regression) indicate that the organization of ideas and dissemination of information in the collaborative wall positively influence the learning process of global climate change, motivation and interest of the students. Data science identifies 6 predictive models about the use of the collaborative wall in the field of Biology through the decision tree technique. In fact, the use of the collaborative wall in the Biology IV course facilitated the assimilation of knowledge about the global climate change and improved the active participation of the students in the classroom. Finally, the collaborative wall allows the creation of new educational spaces where students acquire the main role during the learning process.

A human rights‐based approach to climate injustices at the local, national, and international levels: Program and policy recommendations

“…Unfortunately, other regions and countries with less institutional development, resources and infrastructure have not had the opportunity to develop their own frameworks for CCE, which in light of the different implications of CC for their communities constitutes an important concern. Nevertheless, there have been numerous efforts to develop educational strategies among other countries and communities in countries of the Global South such as Brazil (da Rocha et al., 2020); Indonesia (Nafisah et al., 2022); Mexico (Salas‐Rueda et al., 2021), Philippines (Galang, 2010), Thailand (Chattuchai & Suksringarm., 2015; Ruboon et al, 2012) under the umbrella of the broader frameworks provided by global frameworks like those of UNESCO and SDG. However, given that different regions, countries and communities face different challenges when dealing with climate change, it is important that resources be allocated and educational frameworks be developed in order to properly identify, construct, and implement educational efforts toward adjusting their actions to mitigate climate change and adapt to its effects, ultimately, building human and environmental resilience in more vulnerable regions.…”