Cambio climático en educación secundariala representación social del alumnado portugués

  1. García Vinuesa, Antonio 1
  2. Carvalho, Sara 2
  3. Meira Cartea, Pablo Ángel 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Associação Portuguesa de Educação Ambiental
Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Ano de publicación: 2024

Volume: 42

Número: 3

Páxinas: 139-157

Tipo: Artigo

DOI: 10.5565/REV/ENSCIENCIAS.6059 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Obxectivos de Desenvolvemento Sustentable

Resumo

Various United Nations agencies emphasize the crucial role of education in addressing the climate challenge, as it plays a key function in promoting a nuanced understanding of the issue, facilitating the adoption of adaptation and mitigation measures. This study focuses on unraveling how secondary education students in Portugal (N = 141) conceptualize climate change and it examines the potential impact of education on shaping their perceptions, utilizing the free association technique. The findings reveal that students perceive climate change as a global environmental concern, closely tied to meteorological phenomena, with identified risks and threats predominantly affecting the biosphere. The students’ academic background appears to influence specific aspects of their representation, and the analysis identifies social, cultural, and political factors at play that shape their perspectives.

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Fonte de datos: Dialnet