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Environmental problems and Geographic education. A case study: Learning about the climate and landscape in Ontinyent (Spain)

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Environmental problems and Geographic education. A case study: Learning about the climate and landscape in Ontinyent (Spain)

dc.contributor.author	Campo País, Benito
dc.contributor.author	Morales Hernández, Antonio José
dc.contributor.author	Morote Seguido, Álvaro Francisco
dc.contributor.author	Souto González, Xosé M.
dc.date.accessioned	2021-03-29T08:20:18Z
dc.date.available	2021-03-29T08:20:18Z
dc.date.issued	2021
dc.identifier.citation	Campo País, Benito Morales Hernández, Antonio José Morote Seguido, Álvaro Francisco Souto González, Xosé M. 2021 Environmental problems and Geographic education. A case study: Learning about the climate and landscape in Ontinyent (Spain) Palgrave Communications 8 90 1 13
dc.identifier.uri	https://hdl.handle.net/10550/78402
dc.description.abstract	Cultural perceptions of the environment bring us back to elements and factors guided by 'natural' cause-effect principles. It seems that academic education has had little effect on the manner and results of learning about changes in the local landscape, especially as regards rational explanations. There is considerable difficulty relating academic concepts about the climate to transformations in the environmental landscape. Teaching tasks are mediatized due to the use of rigorous and precise concepts which facilitate functional and satisfactory learning. This is the objective of the research this article aims to undertake, for which we have chosen the case of Ontinyent (Spain). This research will include two parts: the first aims to identify problems in geographical education of the climate, and the second applies to didactic suggestions for improvement. Methodologically, this study involves qualitative, non-experimental, research-oriented toward change, which purports to understand the educational reality. Our sample included a total of 431 students. Moreover, a semi-structured interview, conducted with teachers in schools and universities in Ontinyent, was organized. Fourteen teachers were interviewed, including two who participated as research professors in the action-research method. The study revealed that students' conceptual and stereotypical errors, in the different educational stages, vary according to the type (climate, weather, climate change, landscape) and stage (Primary, Secondary, University). They are persistent and continuous, given that they are repeated and appear anchored in the ideas and knowledge development of students regarding the problems and the study of the climate throughout their education.
dc.language.iso	eng
dc.relation.ispartof	Palgrave Communications , 2021, vol. 8, num. 90, p. 1-13
dc.subject	Medi ambient Degradació
dc.subject	Geografia
dc.subject	Ensenyament
dc.title	Environmental problems and Geographic education. A case study: Learning about the climate and landscape in Ontinyent (Spain)
dc.type	journal article	es_ES
dc.date.updated	2021-03-29T08:20:19Z
dc.identifier.doi	10.1057/s41599-021-00761-6
dc.identifier.idgrec	144427
dc.rights.accessRights	open access	es_ES