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Social Sciences Teaching: Building a Holistic Approach from Student Teachers’ Social Representations
dc.contributor.author | Pérez-Guilarte, Yamilé | |
dc.contributor.author | Armas Quintá, Francisco Xosé | |
dc.contributor.author | Macía Arce, Xosé Carlos | |
dc.date.accessioned | 2022-07-18T11:24:23Z | |
dc.date.available | 2022-07-18T11:24:23Z | |
dc.date.issued | 2022-07-14 | |
dc.identifier.citation | Pérez-Guilarte, Yamilé, Francisco Xosé Armas-Quintá, and Xosé Carlos Macía-Arce. 2022. Social Sciences Teaching: Building a Holistic Approach from Student Teachers’ Social Representations. Social Sciences 11: 307. https:// doi.org/10.3390/socsci11070307 | es_ES |
dc.identifier.uri | http://hdl.handle.net/2183/31195 | |
dc.description | This article belongs to the Special Issue Social Sciences Teaching in the Face of the Global Challenges of the 21st Century | es_ES |
dc.description.abstract | [Abstract] The dynamics that today’s society is facing require critical citizens capable of understanding the complexity of problems from their various dimensions. This work aimed to investigate the social representations that future primary school teachers have about socio-environmental problems, sustainability, purposes of socio-environmental education, and strategies to train in Global Citizenship Education and in Education for Sustainable Development. An exploratory case study was carried out, framed in an action-research approach in the classes of Social Sciences Teaching of the Primary Education Degree of two universities in Galicia (Spain): the University of A Coruña and the University of Santiago de Compostela. A quantitative and qualitative analysis was developed by applying a questionnaire to a sample of 200 students. The results showed that students focus on problems such as climate change or environmental pollution, leaving aside issues such as social inequalities, poverty, or gender issues. In addition, they have difficulties in recognizing the strategies by which teachers can provide their students with critical thinking that leads to social transformation. Significant differences were observed in some researched aspects according to the university of origin, the grade, and the gender of the students, with gender being the one that influenced the greatest number of questions. | es_ES |
dc.description.sponsorship | This research was funded by the Erasmus+ Programme of the European Union within the action KA2—Cooperation for innovation and the exchange of good practices—Capacity Building in the field of Higher Education, grant number 609897-EPP-1-2019-1-ES-EPPKA2-CBHE-JP | |
dc.language.iso | eng | es_ES |
dc.publisher | MDPI | es_ES |
dc.relation | info:eu-repo/grantAgreement//Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/609897-EPP-1-2019-1-ES-EPPKA2-CBHE-JP/ES/ | |
dc.relation.uri | https://doi.org/10.3390/socsci11070307 | es_ES |
dc.rights | Atribución 4.0 Internacional (CC BY 4.0) | es_ES |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.subject | Social sciences teaching | es_ES |
dc.subject | Socio-environmental problems | es_ES |
dc.subject | Global citizenship education | es_ES |
dc.subject | Education for sustainable development | es_ES |
dc.subject | Critical thinking | es_ES |
dc.subject | Primary school | es_ES |
dc.title | Social Sciences Teaching: Building a Holistic Approach from Student Teachers’ Social Representations | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.access | info:eu-repo/semantics/openAccess | es_ES |
UDC.journalTitle | Social Sciences | es_ES |
UDC.volume | 11 | es_ES |
UDC.issue | 7 | es_ES |
UDC.startPage | 307 | es_ES |
dc.identifier.doi | 10.3390/socsci11070307 |