A Teaching Model to Raise Awareness of Sustainability Using Geoinformation

  1. Puertas Aguilar, Miguel Ángel 1
  2. Conway, Brendan
  3. de Lázaro Torres, María Luisa 2
  4. de Miguel González, Rafael 3
  5. Donert, Karl 4
  6. Linder-Fally, Michaela 5
  7. Parkinson, Alan 6
  8. Prodan, Diana 7
  9. Wilson, Sophie 8
  10. Zwartjes, Luc 9
  1. 1 Escuela Internacional de Doctorado de la UNED (EIDUNED)
  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  3. 3 Universidad de Zaragoza; Presidente de EUROGEO
  4. 4 Vice-Presidente de EUROGEO
  5. 5 Vice-Presidenta de EUROGEO
  6. 6 Head of Geography, King’s Ely Junior; Geographical Association President
  7. 7 Secondary school teacher, "Dimitrie Cantemir" High School, Iași
  8. 8 St Mary's University Twickenham London
    info

    St Mary's University Twickenham London

    Twickenham, Reino Unido

    ROR https://ror.org/0067fqk38

  9. 9 Ghent University
    info

    Ghent University

    Gante, Bélgica

    ROR https://ror.org/00cv9y106

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Revista:
Espacio, tiempo y forma. Serie VI, Geografía

ISSN: 1130-2968

Año de publicación: 2022

Título del ejemplar: Nueva Época

Tomo: 15

Páginas: 23-42

Tipo: Artículo

DOI: 10.5944/ETFVI.15.2022.33687 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Espacio, tiempo y forma. Serie VI, Geografía

Objetivos de desarrollo sostenible

Resumen

The increase in geoinformation and its integrated use in cloud-based geographic information systems, or Web GIS, facilitates visualization of data and helps to improve our understanding of socio-economic factors as well as the natural landscape. Effective application of these tools in the classroom requires a change in teachers’ pedagogies. Thus, a review of existing pedagogies and a brief questionnaire given to teachers with lots of experience of using Web GIS, was carried out in order to identify how they were integrating online interactive maps into their teaching to make learning more effective. The results led to the development of a series of learning scenarios, or vignettes. These all use the visualization provided by online maps, to encourage more critical and reasoned learning. They also contribute to educating for sustainability, as they highlight trends and interrelationships that are intended to promote transformative action, beyond the theoretical knowledge and application of the Sustainable Development Goals. Direct observation in teacher training classrooms and detailed discussion over each result obtained has validated a teaching model. To support the use of these materials and the application of the model, a training course has been designed for teachers who are new to the profession or those who are interested in integrating these tools into their teaching. To date, trainee teachers who have been introduced to the model have expressed their satisfaction with this new way of working in secondary classrooms.

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Fuente de los datos: Dialnet