IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v13y2021i6p3385-d520008.html
   My bibliography  Save this article

Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers

Author

Listed:
  • Míriam Hernández-Barco

    (Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain)

  • Jesús Sánchez-Martín

    (Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain)

  • Isaac Corbacho-Cuello

    (Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain)

  • Florentina Cañada-Cañada

    (Departamento de Didáctica de las Ciencias Experimentales y Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain)

Abstract

Enhancing the emotional dimension of prospective teachers in science subjects—which has become increasingly important in recent decades—is a responsibility of higher education institutions. The implementation of active methodologies has the potential to modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. Simultaneously, it is possible to promote knowledge of sustainability, as well as the attitudes and behaviors required by UNESCO. The main aim of this work is to describe a project-based learning methodology with a transversal sustainability approach (low-cost and eco-friendly) and to introduce this as a potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in scientific subjects. This is a qualitative study in the context of a research line focused on higher education for sustainable development. A questionnaire was designed and filled in by students at two different stages, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic due to the fact that they were working with rockets, despite this not being considered a common emotion expressed by students in science lessons. The results show the emotional improvement of prospective teachers after implementation of the activity. It is concluded that a good science education, with implementation of sustainable approaches is necessary during the training of teachers, taking into account their emotional dimensions and social repercussions as a consequence of future transmission.

Suggested Citation

  • Míriam Hernández-Barco & Jesús Sánchez-Martín & Isaac Corbacho-Cuello & Florentina Cañada-Cañada, 2021. "Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers," Sustainability, MDPI, vol. 13(6), pages 1-19, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3385-:d:520008
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/13/6/3385/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/13/6/3385/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Maria Kalamas Hedden & Roneisha Worthy & Edwin Akins & Vanessa Slinger-Friedman & R. C. Paul, 2017. "Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education," Sustainability, MDPI, vol. 9(8), pages 1-18, July.
    2. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
    3. Paul G. Bain & Matthew J. Hornsey & Renata Bongiorno & Carla Jeffries, 2012. "Promoting pro-environmental action in climate change deniers," Nature Climate Change, Nature, vol. 2(8), pages 603-603, August.
    4. José María Marcos-Merino & Isaac Corbacho-Cuello & Míriam Hernández-Barco, 2020. "Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample," Sustainability, MDPI, vol. 12(18), pages 1-22, September.
    5. Francisco Zamora-Polo & Jesús Sánchez-Martín & Mario Corrales-Serrano & Luis Espejo-Antúnez, 2019. "What Do University Students Know about Sustainable Development Goals? A Realistic Approach to the Reception of this UN Program Amongst the Youth Population," Sustainability, MDPI, vol. 11(13), pages 1-19, June.
    6. Paul G. Bain & Matthew J. Hornsey & Renata Bongiorno & Carla Jeffries, 2012. "Promoting pro-environmental action in climate change deniers," Nature Climate Change, Nature, vol. 2(8), pages 600-603, August.
    7. Sandra Wilhelm & Ruth Förster & Anne B. Zimmermann, 2019. "Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning," Sustainability, MDPI, vol. 11(7), pages 1-22, March.
    8. He-Hai Liu & Qi Wang & Yu-Sheng Su & Liang Zhou, 2019. "Effects of Project-Based Learning on Teachers’ Information Teaching Sustainability and Ability," Sustainability, MDPI, vol. 11(20), pages 1-16, October.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Vicente Morales-Baños & Francisco José Borrego-Balsalobre & Arturo Díaz-Suárez & José María López-Gullón, 2023. "Levels of Sustainability Awareness in Spanish University Students of Nautical Activities as Future Managers of Sports and Active Tourism Programmes," Sustainability, MDPI, vol. 15(3), pages 1-22, February.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Míriam Hernández-Barco & Jesús Sánchez-Martín & José Blanco-Salas & Trinidad Ruiz-Téllez, 2020. "Teaching Down to Earth —Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach," Sustainability, MDPI, vol. 12(2), pages 1-23, January.
    2. Stefano Carattini & Andrea Baranzini & Philippe Thalmann & Frédéric Varone & Frank Vöhringer, 2017. "Green Taxes in a Post-Paris World: Are Millions of Nays Inevitable?," Environmental & Resource Economics, Springer;European Association of Environmental and Resource Economists, vol. 68(1), pages 97-128, September.
    3. Kifah Imara & Fahriye Altinay, 2021. "Integrating Education for Sustainable Development Competencies in Teacher Education," Sustainability, MDPI, vol. 13(22), pages 1-17, November.
    4. Hilary Byerly Flint & Paul Cada & Patricia A. Champ & Jamie Gomez & Danny Margoles & James R. Meldrum & Hannah Brenkert-Smith, 2022. "You vs. us: framing adaptation behavior in terms of private or social benefits," Climatic Change, Springer, vol. 174(1), pages 1-17, September.
    5. Debra Javeline & Tracy Kijewski-Correa & Angela Chesler, 2019. "Does it matter if you “believe” in climate change? Not for coastal home vulnerability," Climatic Change, Springer, vol. 155(4), pages 511-532, August.
    6. Janna Niens & Lisa Richter-Beuschel & Tobias C. Stubbe & Susanne Bögeholz, 2021. "Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals," Sustainability, MDPI, vol. 13(16), pages 1-36, August.
    7. Connor, Melanie & de Guia, Annalyn H. & Quilloy, Reianne & Van Nguyen, Hung & Gummert, Martin & Sander, Bjoern Ole, 2020. "When climate change is not psychologically distant – Factors influencing the acceptance of sustainable farming practices in the Mekong river Delta of Vietnam," World Development Perspectives, Elsevier, vol. 18(C).
    8. Lorraine Whitmarsh & Dimitrios Xenias & Christopher R. Jones, 2019. "Framing effects on public support for carbon capture and storage," Palgrave Communications, Palgrave Macmillan, vol. 5(1), pages 1-10, December.
    9. Kelly S. Fielding & Matthew J. Hornsey & Ha Anh Thai & Li Li Toh, 2020. "Using ingroup messengers and ingroup values to promote climate change policy," Climatic Change, Springer, vol. 158(2), pages 181-199, January.
    10. Albert Ayorinde Abegunde, 2017. "Local communities’ belief in climate change in a rural region of Sub-Saharan Africa," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 19(4), pages 1489-1522, August.
    11. Adelle Thomas & Lisa Benjamin, 2018. "Perceptions of climate change risk in The Bahamas," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(1), pages 63-72, March.
    12. Anderson, Brilé & Bernauer, Thomas, 2016. "How much carbon offsetting and where? Implications of efficiency, effectiveness, and ethicality considerations for public opinion formation," Energy Policy, Elsevier, vol. 94(C), pages 387-395.
    13. Chia-Lee Yang & Chi-Yo Huang & Yi-Hao Hsiao, 2021. "Using Social Media Mining and PLS-SEM to Examine the Causal Relationship between Public Environmental Concerns and Adaptation Strategies," IJERPH, MDPI, vol. 18(10), pages 1-23, May.
    14. Alexander H DeGolia & Elizabeth H T Hiroyasu & Sarah E Anderson, 2019. "Economic losses or environmental gains? Framing effects on public support for environmental management," PLOS ONE, Public Library of Science, vol. 14(7), pages 1-17, July.
    15. Thomas Homer-Dixon & Manjana Milkoreit & Steven J. Mock & Tobias Schröder & Paul Thagard, 2014. "The Conceptual Structure of Social Disputes," SAGE Open, , vol. 4(1), pages 21582440145, March.
    16. José M. Peiró & Vicente Martínez-Tur & Nanja Nagorny-Koring & Christoph Auch, 2021. "A Framework of Professional Transferable Competences for System Innovation: Enabling Leadership and Agency for Sustainable Development," Sustainability, MDPI, vol. 13(4), pages 1-30, February.
    17. Spampatti, Tobia & Hahnel, Ulf J.J. & Trutnevyte, Evelina & Brosch, Tobias, 2022. "Short and long-term dominance of negative information in shaping public energy perceptions: The case of shallow geothermal systems," Energy Policy, Elsevier, vol. 167(C).
    18. Kathryn Stevenson & M. Peterson & Howard Bondell & Susan Moore & Sarah Carrier, 2014. "Overcoming skepticism with education: interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents," Climatic Change, Springer, vol. 126(3), pages 293-304, October.
    19. Jennifer C. Whitman & Jiaying Zhao & Kevin H. Roberts & Rebecca M. Todd, 2018. "Political orientation and climate concern shape visual attention to climate change," Climatic Change, Springer, vol. 147(3), pages 383-394, April.
    20. Connie Roser-Renouf & Edward Maibach & Anthony Leiserowitz & Xiaoquan Zhao, 2014. "The genesis of climate change activism: from key beliefs to political action," Climatic Change, Springer, vol. 125(2), pages 163-178, July.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3385-:d:520008. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.