Propuesta didáctica de espacios ambientales en las aulas de Educación Infantil

  1. Rojano Ramos, Santiago
  2. Jiménez López, Mª Ángeles
Revue:
Innoeduca: international journal of technology and educational innovation

ISSN: 2444-2925

Année de publication: 2017

Volumen: 3

Número: 1

Pages: 66-74

Type: Article

DOI: 10.24310/INNOEDUCA.2017.V3I1.2039 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Innoeduca: international journal of technology and educational innovation

Résumé

The objective of this article is the design of an action program for environmental education in the early childhood education, specifically for students of 5-6 years aged. So, it’s developed a qualitative study on the perception that future teachers of pre-school education have about environmental education in early age and the convenience to create environmental education programs with children just at the moment when they have incorporated into their schools. Based on the ideas given by the professional futures of the teaching of the first school stage, it has been proposed and designed an active program of environmental education, whose main idea was the use of a methodology based on the environmental spaces. The program has been developed so that classrooms could be transformed as spaces of environmental education, in which has worked a topic related to environmental education (recycling, water, biodiversity, pollution, etc.) in each one, determined in each case whether the activity in every space could affect to the planet and measure the intensity degree. Graphically, every space is represented by a circle above the Earth figure and students evaluated if the activity impacts over the characteristics of the planet and sustainable development. The interaction of each environmental space with the planet is represented by a colour concentric circle that surrounds our planet. The impact level is pointed by circles with different colours (green, yellow and red) in order to explain the level of the interaction between the environmental space activity and our planet.

Références bibliographiques

  • Ärlemalm-Hagser, E. and Sandberg, A. (2011). Sustainable Development in Early Childhood Education: In-service Students` Comprehension of the Concept. Environmental Education Research 17 (2) 187–200.
  • Aznar, P., Martínez, M. P., Palacios, B. y Piñero, A. (2011). Introducing sustainability into university curricula: an indicator and baseline survey of the views of university teachers at the University of Valencia. Environmental Education Research, 17 (2) 145-166.
  • Benayas, J., Gutiérrez, J. y Hernández, N. (2013a). La investigación en educación ambiental en España. Madrid: Ediciones del Ministerio de Medio Ambiente, Secretaría General de Medio Ambiente.
  • Benayas, J., Gutiérrez, J. y Hernández, N. (2013b). La investigación en educación ambiental en España. Capítulo 4.2: Tradiciones y enfoques contemporáneos de la investigación en la educación ambiental, pp 80-86. Madrid: Ediciones del Ministerio de Medio Ambiente, Secretaría General de Medio Ambiente.
  • Davis, J. M. (2009). Revealing the Research ‘Hole’ of Early Childhood Education for Sustainability: A Preliminary Survey of the Literature. Environmental Education Research 15 (2) 227–241.
  • Hägglund, S. and Pramling Samuelsson, I. (2009). Early Childhood Education and Learning for Sustainable Development and Citizenship. International Journal of Early Childhood 41 (2) 49–64.
  • Ibáñez, C. (2003). El proyecto de educación infantil y su práctica en el aula. Madrid: Ediciones La Muralla
  • Jóhannesson et al. (2011). Curriculum analysis and education for sustainable development in Iceland. Environmental education research, Vol. 17 (3), 375-391.
  • Johansson, E. 2009. The Preschool Child of Today – The World-citizen of Tomorrow? International Journal of Early Childhood 41 (2) 79–96.
  • Laguía, M. J. y Vidal, C. (2008). Rincones de actividad en la escuela infantil (0-6 años). Barcelona: Editorial Graó, Biblioteca de Infantil nº 26.
  • Martínez, M. P., Ull, M. A. y Aznar, P. (2014). Education for sustainable development in early childhood education in Spain. Evolution, trends and proposals. European Early Childhood Education Research Journal, 22 (2), 213-228.
  • Medir, R.M., Heras, R. y Magin, C. (en prensa). Una propuesta evaluativa para actividades de educación ambiental para la sostenibilidad. Educación XX1.
  • Pérez Juste, R. (2000). La evaluación de programas educativos. Conceptos básicos, planteamientos generales y problemática. Revista de Investigación Educativa, 18(2), 261-287.
  • Pramling Samuelsson, I. and Kaga, Y. (2010). Early Childhood Education to Transform Cultures for Sustainabily. In The State of The World 2010: Transforming Cultures, from Consumerism to Sustainability, 57–82. New York: W.W.Norton & Company
  • Sureda-Negre, J. y col. (2013). El concepto de “desarrollo sostenible” en la regulación del currículum de la Educación Secundaria Obligatoria en España. Estudios Pedagógicos XXXIX, Nº 1: 253-267.
  • Vilches, A. y Gil, D. (2013). Ciencia de la sostenibilidad: Un nuevo campo de conocimientos al que la química y la educación química están contribuyendo. Educación química 24 (2), 199-206.
La source de données: Dialnet