Potentialities of Thermography in Ecocentric Education of Children: An Experience on Training of Future Primary Teachers
Potentialities of Thermography in Ecocentric Education of Children: An Experience on Training of Future Primary Teachers
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DOI：
10.3390/su11092668
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发表时间：
2019-05-01
期刊：
影响因子：
3.9
通讯作者：
Pitarma, Rui
中科院分区：
文献类型：
--
作者：
Ferreira, Maria Eduarda;Andre, Ana Catarina;Pitarma, Rui
目前严重的环境问题，如砍伐森林，迫使义务学校教育必须反思教学实践，以促进环境可持续性教育。关于树作为生命的教育过程需要内容和态度维度的深度整合。因此，有意义的学习树木和动物之间的生物相似性需要优先考虑。它将促进树木保护态度的发展。在这种方法下，一个行动研究的发展，以促进未来的小学教师教育模式。设计了一种教学-教学干预。实施该项目的目的是评估红外热成像技术在生态中心教育发展中的教育潜力。一组小学三年级学生参加了这一定性个案研究。结果表明，生态中心的概念，使这些儿童更接近科学知识的建设。它导致了保护/保护树木的态度学习的发展。还值得一提的是，本研究的贡献（重新）思考（重新）建设未来的小学教师的形成过程，以：直接的教学过程中的环境真实的问题，并促进必要的辩论技术的贡献，实现创新的教学实践。
Current serious environmental issues, such as deforestation, compel compulsory school education on the need for reflection on pedagogical practices to promote education for environmental sustainability. The educational process about the tree as living being requires that content and attitudinal dimensions be deeply integrated. Therefore, meaningful learning of biological similaritybetween tree and animalneeds to be prioritised. It will promote the development of tree protection attitudes. Under this approach, an action research was developed to contribute to a future primary teacher education model. A didactic-pedagogical intervention was designed. It was implemented to assess the educational potential of infrared thermography in the development of ecocentric education. A group of students attending the 3rd year of primary education participated in this qualitative case study. The results revealed that ecocentric conceptions were constructed bringing these children closer to scientific knowledge. It resulted in the development of conservation/protection tree attitudinal learning. It is also worth mentioning the contribution of this study to (re)think (re)construction of the formative process of future primary teachers in order to: direct the teaching-learning process to environment real problems; and to promote the necessary debate on the contribution of technology to achieve innovation of pedagogical practices.