Vol. 01 No. 015-016 (2013)

• Da teoría á práctica na educación ambiental - número completo

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.774

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• Presentación do número

  5-6

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.775

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Theoretical frameworks

• The necessary environmental literacy of teachers in training

  Olaya Álvarez

  7-18

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  The need to address the ecologically unsustainable situation in which we find ourselves nowadays has highlighted the importance of environmental literacy. It is required to promote an environmentally literate citizenry, especially from the educational systems. This literacy includes teachers, who should play a key role as environmental educators in their teaching practices. Therefore, it is necessary that in their initial training in degree courses, competencies that ensure adequate environmental literacy will be considered, and thus ensure the inclusion of environmental education in school

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.776

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• Human nutrition in the Primary Education from an environmental perspective

  Juan Rivadulla López Susana García Barros Cristina Martínez Losada

  19-29

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  In this paper analyse the aims, the contents and the criteria of evaluation of the curriculum of Primary Education of Galicia relating to the human nutrition in general and to his relation with the environment in particular. The result of this analysis shows that it exists an restricted idea in some of the contents that must be taught on the human nutrition, centring especially on the supply and health, whereas they do few ones references to the global idea of nutrition and to his relation with the environment. Departing from the analysis of the curriculum, we have developed a key ideas related to this topic to teach in Primary Education that can be classified in four areas of study: a) the concept of nutrition and his purpose; b) the organs and systems that take parte in the same one; c) the supply and its importance for the health and d) the repercussion of the nourishing process in the environment.

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.777

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• Environmental education in teacher training: political-ideological, social and pedagogical commitment

  Marilia Andrade Torales Campos

  31-41

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  This article aims to contribute to the debate on the inclusion of environmental education in school curricula and academic training of teachers from the analysis of the role of schools and teachers in this process. Addresses the behavior of teachers from the perspective of his political-ideological, social and pedagogical action and its responsibility to enhance environmental education in their teaching. The ideological-political action is understood as a form of manifestation of the critical reality for the promotion of alternatives in relation to environmental issues. Moreover, the pedagogical action for the development of alternative educational models is con figured in a new challenge to the school context, because it highlights the need for different types of learning are promoted considering new pedagogical models that encourage and stimulate new social behaviors in relation the environmental context.

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.778

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Trajectories and challenges

• Environmental Education and Protected Areas: The watersheds and the participating management of socio-environmental and educating landscapes

  Yanina Micaela Sammarco Javier Benayas del Álamo Marcos Sorrentino

  43-65

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  Nowadays society faces a great global environmental crisis due to the conflicts about the different uses of land. Thus environmental education has become an important tool for critical and transforming educational processes which considers the emancipation, the identity, the belonging and the solidarity as instruments to promote the necessary changes. The study done on the Tietê-Jacaré basin is part of a socio-environmental research which investigates the role of protected areas in searching of solutions through social changes in these areas. The goal was to promote the participating management of this landscape through the collective building up of a didatic material about environmental education and the forming processes for its multiplication. The disconstruction and recons truction of these hydric areas meanings, considering the landscape perception and interpretation, was fundamental to the meeting of different interests and the understanding of their multifunctional aspects. Among the main results, we can observe that the environmental education and the landscape helped the forming of social-environmental partners who could collaborate with the participating and educational management of the watershed and its protected areas through a greater perception of these territories as social-environmental and educating landscapes.

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.779

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• Professionalization in environmental education facilities in Spain view from inside

  Clotilde Escudero Miquel F. Oliver Araceli Serantes

  67-81

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  Professionalism is one of the topics that sparked debate and reflection on the past decade in the Spanish territory. The White Paper on Environmental Education in Spain recommended boost and professional recognition of environmental educators. From the Permanent Seminars CENEAM various revisions and proposals were drawn up, always from the perspective of the seminar topic. The Environmental Education facilities was agreed to conduct a study of state level, in which the views of both professionals who were working on the centre, as the heads of the various administrations pick. The objectives, methodology and conclusions estudy presented in this article.

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.780

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Resources and social tools

• Inclusion and accessibility: contribution to Sustainable Schools National Pro gram

  Jorge Amaro de Souza Borges

  83-92

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  This article offers a brief reflection about National Program for Sustainable Schools (NHSP), proposed by the Australian Government through the Ministry of Education (MEC) and seek connecting factors between the concepts of sustainability, accessibility and human rights, with a focus on ensuring rights of people with disabilities. Therefore, historical issues will be addressed and also some events will be highlighted in search of this approach, referring to challenges to educational processes in the construction of environmental education that dialogues with a diversidade. This may, offer some clues to think sustainable societies in an inclusive perspective and towards the universal rights of all people.

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.781

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Bank of best practices

• The evaluation of inquiry-based science education activities

  Alicia Fernández Rodríguez

  93-106

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  In order to determine whether students met the objectives set out in a lesson plan we have to make use of the evaluation, a complex but essential task. Occasionally, in “Learning Outside the Classroom” (LOtC) environments, assessment is not carried out or performed very briefly. The main causes identified were lack of training on assessment from educators and the lack of time, since students visiting environmental education centres do it only sporadically, so tracking their progress becomes an arduous task. On the contrary, there are several applicable methods to successfully assess inquiry-based activities in LOtC environments. Through the European INQUIRE Project, whose aim has been to extend Inquiry-Based Science Education across Europe, we have implemented some of these assessment methods: such as concept maps, mind maps, concept cartoons, questionnaires, observation and direct questions.

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.782

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Documents

• Obxectivos do Milenio

  Cumio do Milenio New York, 2000

  107-112

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  Os Obxectivos de Desenvolvemento do Milenio, tamén coñecidos como Obxec­tivos do Milenio, son oito propósitos de desenvolvemento humano propostos no ano 2000 por 189 países membros de

  Nacións Unidas para acadar no ano 2015

  DOI: https://doi.org/10.17979/ams.2013.01.015-016.783

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