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An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

Author

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  • Guadalupe Martínez-Borreguero

    (Department of Science Teaching, University of Extremadura, 06006 Badajoz, Spain)

  • Jesús Maestre-Jiménez

    (Department of Science Teaching, University of Extremadura, 06006 Badajoz, Spain)

  • Milagros Mateos-Núñez

    (Department of Science Teaching, University of Extremadura, 06006 Badajoz, Spain)

  • Francisco Luis Naranjo-Correa

    (Department of Science Teaching, University of Extremadura, 06006 Badajoz, Spain)

Abstract

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

Suggested Citation

  • Guadalupe Martínez-Borreguero & Jesús Maestre-Jiménez & Milagros Mateos-Núñez & Francisco Luis Naranjo-Correa, 2020. "An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education," Sustainability, MDPI, vol. 12(7), pages 1-17, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:7:p:2947-:d:342515
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    References listed on IDEAS

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    1. Gica Pehoiu, 2019. "Percept of Teachers Regarding Integration of Education for Environment and Sustainable Development in Primary Schools," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 11(2), pages 256-269, June.
    2. Javier Sabogal Aguilar & Enrique Hurtado Aguirre, 2009. "La historia se repite: una visión del desarrollo y del desarrollo sostenible," Revista Facultad de Ciencias Económicas, Universidad Militar Nueva Granada, June.
    3. Guadalupe Martínez-Borreguero & Jesús Maestre-Jiménez & Milagros Mateos-Núñez & Francisco Luis Naranjo-Correa, 2019. "Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste," Sustainability, MDPI, vol. 11(4), pages 1-28, February.
    4. Guadalupe Martínez-Borreguero & Jesús Maestre-Jiménez & Francisco Luis Naranjo-Correa & Milagros Mateos-Núñez, 2019. "Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective," Sustainability, MDPI, vol. 11(9), pages 1-14, May.
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    Cited by:

    1. María Sebastián-López & Rafael de Miguel González, 2020. "Mobile Learning for Sustainable Development and Environmental Teacher Education," Sustainability, MDPI, vol. 12(22), pages 1-13, November.

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