dc.contributor.author | Díez Ojeda, María | |
dc.contributor.author | Queiruga Dios, Marián | |
dc.contributor.author | Queiruga Dios, Miguel Ángel | |
dc.date.accessioned | 2025-01-29T10:57:02Z | |
dc.date.available | 2025-01-29T10:57:02Z | |
dc.date.issued | 2024-11 | |
dc.identifier.issn | 1467-6370 | |
dc.identifier.uri | http://hdl.handle.net/10259/10066 | |
dc.description.abstract | Purpose: This study aims to determine prior knowledge regarding the term “citizen science” (CS) and evaluate preservice teachers’ appreciation of the educational potential of CS. Design/methodology/approach: Following the pedagogical framework of Experiential Learning Theory, a training program was designed for the subject of Environmental Education (EE) of the Primary Teacher Degree, incorporating CS activities. A quasi-experimental research was carried out with 36 primary preservice teachers who participated in this study, with a qualitative approach and without a control group. Two ad hoc surveys were defined for this study, the first one is related to prior knowledge about the term CS and a questionnaire was conducted to assess the educational potential of the CS after the implementation of the training program. The results showed a great initial lack of knowledge about CS but the appreciation of the preservice teachers after the educational intervention reveals the advantages and educational potential of CS. Findings: Preservice teachers consider that CS can and should be incorporated, as part of the course syllabus, into the teaching system and this can be done in scientific-technological subjects or in all subjects with an interdisciplinary and transversal approach, with the majority of responses indicating that the development of generic skills would be the greatest perceived benefit for students. Originality/value: There has been an increase in CS initiatives and projects in recent decades. However, despite the advantages for the participants and actors involved, its incorporation into higher education curricula is scarce. | en |
dc.description.sponsorship | The Plastic Pirates – Go Europe! has received funding from the European Union’s Horizon Europe research and innovation programme under grant agreement no. 10108882. The initiative is coordinated by the German Aerospace Center Project Management Agency. The content reflects the opinion of its authors and does not in any way represent the opinions of the European Union. The European Commission is not responsible for any use that may be made of the information contained. Piratas del Plástico [Plastic Pirates] has also received support from the Spanish Foundation for Science and Technology (FECYT) of the Ministry of Science and Innovation and the Ministry of Universities under grant agreement FCT-22-18156. Vigilantes del Suelo [Soil Watchers] is a social science communication project, promoted jointly by the Ibercivis Foundation and the Aragon Agri-Food Research and Technology Center (CITA) and has the collaboration of the Spanish Foundation of Science and Technology FECYT – Ministry of Science and Innovation (grant agreement FCT-22-18723). | es |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | es |
dc.publisher | Emerald | es |
dc.relation.ispartof | International Journal of Sustainability in Higher Education. 2024, V. 35, n. 9, p. 474-487 | es |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Environmental education | en |
dc.subject | Preservice teachers | en |
dc.subject | Citizen science | en |
dc.subject | Higher education | en |
dc.subject | Elementary education | en |
dc.subject.other | Educación | es |
dc.subject.other | Education | en |
dc.subject.other | Enseñanza primaria | es |
dc.subject.other | Education, Primary | en |
dc.title | Appreciation of primary preservice teachers about the potential educational use of citizen science in environmental education | en |
dc.type | info:eu-repo/semantics/article | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.relation.publisherversion | https://doi.org/10.1108/IJSHE-03-2024-0184 | es |
dc.identifier.doi | 10.1108/IJSHE-03-2024-0184 | |
dc.identifier.essn | 1758-6739 | |
dc.journal.title | International Journal of Sustainability in Higher Education | es |
dc.volume.number | 25 | es |
dc.issue.number | 9 | es |
dc.page.initial | 474 | es |
dc.page.final | 487 | es |
dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es |
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