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Future Primary School Teachers’ Digital Competence in Teaching Science through the Use of Social Media

Author

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  • Francisco Javier Robles Moral

    (Departamento Didáctica de las Ciencias Experimentales, University of Murcia, 30100 Murcia, Spain)

  • Manuel Fernández Díaz

    (Departamento Didáctica de las Ciencias Experimentales, University of Murcia, 30100 Murcia, Spain)

Abstract

The digital revolution has transformed the ways of doing, acting, and training in the university field. For this reason, as an objective of this work, social media was used to generate and share knowledge related to sustainability, classification of living beings, and the functioning of the human body. The information was collected through questionnaires, that were completed before and after the intervention program, as well as the work carried out by the students. The participants were 131 students enrolled on the Primary Education degree course of the University of Murcia. The students were well aware of social media, although initially not their educational use. This perception changed when having to make concrete proposals with Instagram and Pinterest, since students valued the wide potential of the use of these networks in teaching. As a result of this intervention, 266 images were generated on Pinterest related to the classification of living beings and 67 about the devices and systems of the human body. Additionally, in terms of the activity on Instagram , 213 publications were created, reaching 1454 followers and 7885 likes. In addition, the participants recognized social media as a source of resources for education, and therefore teachers must explore all the possibilities they offer.

Suggested Citation

  • Francisco Javier Robles Moral & Manuel Fernández Díaz, 2021. "Future Primary School Teachers’ Digital Competence in Teaching Science through the Use of Social Media," Sustainability, MDPI, vol. 13(5), pages 1-13, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2816-:d:511144
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    References listed on IDEAS

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    1. Andreja Istenic Starcic & Maja Terlevic & Lin Lin & Maja Lebenicnik, 2018. "Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles," Sustainability, MDPI, vol. 10(6), pages 1-24, June.
    2. Carlos Martínez-Hernández & Claudia Yubero, 2019. "Explaining Urban Sustainability to Teachers in Training through a Geographical Analysis of Tourism Gentrification in Europe," Sustainability, MDPI, vol. 12(1), pages 1-19, December.
    3. Laura Triviño-Cabrera & Elisa Isabel Chaves-Guerrero & Laura Alejo-Lozano, 2021. "The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19," Sustainability, MDPI, vol. 13(3), pages 1-18, January.
    4. Uta Russmann & Jakob Svensson, 2017. "Introduction to Visual Communication in the Age of Social Media: Conceptual, Theoretical and Methodological Challenges," Media and Communication, Cogitatio Press, vol. 5(4), pages 1-5.
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    Cited by:

    1. Silvia Farias-Gaytan & Ignacio Aguaded & Maria-Soledad Ramirez-Montoya, 2023. "Digital transformation and digital literacy in the context of complexity within higher education institutions: a systematic literature review," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    2. Eufrasio Pérez-Navío & María Teresa Ocaña-Moral & María del Carmen Martínez-Serrano, 2021. "University Graduate Students and Digital Competence: Are Future Secondary School Teachers Digitally Competent?," Sustainability, MDPI, vol. 13(15), pages 1-14, July.

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