Degree | Type | Year | Semester |
---|---|---|---|
4313815 Research in Education | OT | 0 | 2 |
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Research in environmental education and consumer education is an opportunity to reflect and advance the design of curricula, skills training models and proposals.
The module takes as a starting point for research in environmental education, consumer education and economic education, and various ways to address, through education, relationships between people and the environment and among their own people.
We must encourage the formation of citizens able to meet the challenges requires a complex and globalized world, which manifests imbalances and inequalities in various scales. Visibilisation of sexism and inequalities, awareness-raising and creation of opinions
Field 1: Environmental Education:
• Current trends in environmental education and in research.
• Complexity and greening. To train professionals with skills in environmental education and curriculum greening.
Field 2: Education consumption:
• Approaches curricular education consumption. Models of teacher training in consumer education.
• The relationship between economic education and consumer education.
Field 3: Education and Globalization criticism:
• Training of critical thinking, conflict inequality and gender perspective.
• Construction of future scenarios
TEACHING METHODOLOGY AND TRAINING ACTIVITIES:
- Lectures by the teacher.
- Reading articles and documentaries.
- Analysis and discussion of articles and documentary sources.
- Classroom practice: solving problems/cases/exercises.
- Oral presentation of work.
- Tutorials.
Our teaching approach and assessment procedures may be altered if public Health authorities impose new restrictions on public gatherings for COVED-19 (english).
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classroom practice: solving problems/cases/exercises | 40 | 1.6 | |
Lectures by the teacher | 70 | 2.8 | |
Reading articles and documentaries | 40 | 1.6 |
To obtain a pass in the final mark for this module it is essential to pass (minimum mark of 5 out of 10) each of the assessment blocks: group work, written exam and individual work.
All the assessment tasks carried out throughout the course must be submitted before the deadline indicated by the teacher in the module programme.
The marks for each paper or the exam will be available within 1 month after their submission.
In case of failing the exam, a re-sit exam will be made available on a date and time set by the teacher. This exam will result in a capped mark of 5.
Attendance to field trips is compulsory. Students must attend a minimum of 80% of seminars; otherwise, they will be deemed as "absent".
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Activities during the development of the module | 30% | 0 | 0 | 6, 18, 20, 19, 5, 4, 13, 9, 8, 10, 14, 21, 12, 15, 11, 17, 2, 3, 16, 22, 23 |
Attendance and participation in all sessions | 20% | 0 | 0 | 6, 18, 20, 19, 5, 13, 9, 8, 10, 14, 12, 15, 16, 23 |
Report/individual work of the module | 50% | 0 | 0 | 1, 6, 4, 13, 7, 8, 10, 21, 12, 11, 17, 2, 3, 24, 22 |
Environmental education and consumer education
BAUMAN, Z. (2005). The liquid-modern challenges to education. In S. Robinson & C. Katulushi (Eds.), Values in Higher Education. University of Leeds.
BONIL, j.; CALAFELL, G. (2014) identificación y caracterización de las concepciones de medio ambiente de un grupo de profesionales de la educación ambiental.Enseñanza de las ciencias, 32 (3), 205-225
BONIL, J: CALAFELL, G; GRANADOS, J.;JUNYENT, M.; TARÍN, R.M. (2012) Un modelo formativo para avanzar en la ambientalización curricular. PROFESORADO. Revista de Currículum y Formación del Profesorado, 16(2), 145-163.
BONIL, J.; JUNYENT, M.; PUJOL, R.M. (2010). Educación para la sostenibilidad desde la perspectiva de la complejidad. Revista EUREKA, Enseñanza y Divulgación de Ciencias, 7, 198-215.
CALAFELL,G.; BANQUÉ,N. (2017). Caracterización de las concepciones de complejidad de un grupo de investigadores de la Educación Ambiental.Enseñanza de las Ciencias, 37(1), 53-69
CEBRIAN, G.; JUNYENT, M. (2014) Competencias profesionales en Educación para la Sostenibilidad: un estudio exporatorio de la visión de futuros maestros. Enseñanza de las ciencias, 32 (1), 29.49
HICKS, D. (2002) Lessons for the future. The missing dimension in education. London and New York: Routledge.
INNERARITY, D. (2010) Incertesa i creativitat. Educar per a la societat del coneixement. Debats d’Educació, 18. Barcelona: Fundació Jaume Bofill
INNERARITY, D. (2011). La democracia del conocimiento. Por una sociedad inteligente. Barcelona. Paidós.
JUNYENT, M. (2007) “The ACES Network: Greening the Curriculumof Higher Education” Good Practices in Education for Sustainable Development: Teacher Education Institutions, Paris: UNESCO
JUNYENT, M.; GELI, A.M. (2008) Education for sustainability in university studies: a model for reorienting curriculum. British Educational Research Journal, 34(6),763-783
SAUVE, L.(1999).Environmental education, between Modernity and Postmodernity. Canadian Journal of Environmental Education, 4, 9-35.
SAUVÉ, L. (2004) Una cartografia de corrientes de educación ambiental. En Sato, Michèle, Carvalho, Isabel (Orgs).A pesquisa em educação ambiental: cartografias de uma identidade narrativa em formação. Porto Alegre: Artmed.
SLEURS, W. (coord) (2008) Competencies for ESD (Education for Sustainable Development)- Teachers. Leuven, Bèlgica
TILBURY, D.; WORTMAN, D. (2004) Engaging people in sustainability. Commission on Education and Communication, IUCN, Gland,Switzerland and Cambridge, UK.
UNECE (2012) Learning for the future. Competences in Education for Sustainable Development. Génève, Switzerland: United Nations Economic Commission for Europe
WALS, A.E.J.; van der HOEVEN, N; BLANKEN, H. (2007) The acoustics of social learning: designing learning processes that contribute to a more sustainable world. Utrecht: SenterNovem
Economic citizenship and future education
ANGUERA, C.; SANTISTEBAN, A. (2016). Images of The Future: Perspectives of Students from Barcelona. Journal of Futures Studies, September, 21(1): 1–18.
ANGUERA, C. y SANTISTEBAN, A. (2012). El concepto de futuro en la enseñanza de las Ciencias Sociales y su influencia en la participación democrática. En De Alba, N.; García, F.; Santisteban, A. (eds.). Educar paralaparticipación ciudadana en la enseñanza de las Ciencias Sociales. Sevilla: Díada / AUPDCS, vol. 1,391-400. (http://didactica-ciencias-sociales.org/publicaciones/libros/).
ANGUERA, A.; SANTISTEBAN, A. (2013). Las representaciones del futuro del alumnado. Un aspecto fundamental de la enseñanza de las ciencias sociales y de la educación para la ciudadanía. Íber.Didáctica de las Ciencias Sociales, Geografía e Historia, 73, 81-89.
HICKS, D. & HOLDEN, C. (2007). Remembering the future: what do children think? Environmental Education Research, 13, pp. 501-512.
INAYATULLAH, S. (1998b). Macrohistory and futures studies. Futures, 30(5), 381-394.
PAGÈS, J.; GONZÁLEZ, N. (2010). ¿Por qué enseñar y qué enseñar de la crisis económica actual en primaria y secundaria?, Cuadernos de Pedagogía, 405, 52-56.
LEGARDEZ A. (2001). La didactique des sciences économiques et sociales ; bilan et perspectives, Publications de l’Université de Provence.
MILLER, S.L.; VANFOSSEN, P.J. (2008). Recent research on the teaching and learning of pre-collegiate economics. Levstik, L.S.; Tyson, C.A. (eds.), Handbook of Research in Social Studies Education. New York/London: Routledge, 284-304.
PAGÈS, J. (2005). La educación económica de la ciudadanía, Cooperación Educativa, 77, 45-48.
PAGÈS, J.; SANTISTEBAN, A. (coords.) (2011): Les qüestions socialment vives i l’ensenyament de les ciències socials. Barcelona: Servei de Publicacions de la Universitat Autònoma de Barcelona. Col. Documents, 97.
SANTISTEBAN, A. (1994). Democràcia, creativitat i aprenentatge de futurs. Guix. Elements d’Acció Educativa, 210, pp. 13-18.
SANTISTEBAN, A. (2008). Ciudadanía económica: comprender para actuar, Iber. Didáctica de las ciencias sociales, 16-25.
SANTISTEBAN, A. (2013). La alfabetización económica. Uno. Revista de Didáctica de las Matemáticas, 62, 21-30.
SANTISTEBAN, A.; ANGUERA, A. (2013). Las imágenes del futuro en los medios de comunicación y su influencia en la enseñanza de las ciencias sociales. Díaz Matarranz, J.J.; Santisteban, A.; Cascajero, A. (eds.). Medios de comunicación y pensamiento crítico. Nuevas formas de interacción social. Alcalá: Universidad de Alcalá/AUPDCS, 253-267.
SANTISTEBAN, A.; ANGUERA, C. (2014). Education for the Future: estado de la cuestión de la investigación y de la innovación desde la enseñanza de las ciencias sociales. Pagès, J.; Santisteban, A. (eds.). Una mirada al pasado y un proyecto de futuro. Investigación e innovación en didáctica de las ciencias sociales. Barcelona: Servicio de Publicaciones de la UAB / AUPDCS. Vol. 1, 659-667.
TRAVÉ, G.: La economía y su didáctica en la educación obligatoria. Sevilla. Díada, 1999.
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