Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers

This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines followi...

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Autores: Rico Martínez, Arantza, Agirre Basurko, Elena, Ruiz González, Aritz, Palacios Agundez, Igone, Zuazagoitia Rey-Baltar, Daniel
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/51268
Acceso en línea:http://hdl.handle.net/10810/51268
Access Level:acceso abierto
Palabra clave:STEM education
education for sustainable development (ESD)
transformative learning
problem-based learning (PBL)
place-based education
sustainable development goals (SDGs)
organic learning gardens
pre-service primary teachers
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spelling Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary TeachersRico Martínez, ArantzaAgirre Basurko, ElenaRuiz González, AritzPalacios Agundez, IgoneZuazagoitia Rey-Baltar, DanielSTEM educationeducation for sustainable development (ESD)transformative learningproblem-based learning (PBL)place-based educationsustainable development goals (SDGs)organic learning gardenspre-service primary teachersThis article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals.This research was funded by the Vice-Rectorate of Innovation, Social Commitment and Cultural Action (UPV/EHU), through the call for Projects of Educational Innovation, grant number PIE13-PIE-HECA-STEM and the call from the Directorate of Sustainability: Campus Bizia Lab 2018/19 edition, grant number 18ZUAZ.MDPI2021202120212021info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/51268reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://www.mdpi.com/2071-1050/13/8/4500/htminfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/3.0/es/2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).oai:addi.ehu.eus:10810/512682026-06-18T09:23:17Z
dc.title.none.fl_str_mv Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers
title Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers
spellingShingle Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers
Rico Martínez, Arantza
STEM education
education for sustainable development (ESD)
transformative learning
problem-based learning (PBL)
place-based education
sustainable development goals (SDGs)
organic learning gardens
pre-service primary teachers
title_short Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers
title_full Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers
title_fullStr Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers
title_full_unstemmed Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers
title_sort Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers
dc.creator.none.fl_str_mv Rico Martínez, Arantza
Agirre Basurko, Elena
Ruiz González, Aritz
Palacios Agundez, Igone
Zuazagoitia Rey-Baltar, Daniel
author Rico Martínez, Arantza
author_facet Rico Martínez, Arantza
Agirre Basurko, Elena
Ruiz González, Aritz
Palacios Agundez, Igone
Zuazagoitia Rey-Baltar, Daniel
author_role author
author2 Agirre Basurko, Elena
Ruiz González, Aritz
Palacios Agundez, Igone
Zuazagoitia Rey-Baltar, Daniel
author2_role author
author
author
author
dc.subject.none.fl_str_mv STEM education
education for sustainable development (ESD)
transformative learning
problem-based learning (PBL)
place-based education
sustainable development goals (SDGs)
organic learning gardens
pre-service primary teachers
topic STEM education
education for sustainable development (ESD)
transformative learning
problem-based learning (PBL)
place-based education
sustainable development goals (SDGs)
organic learning gardens
pre-service primary teachers
description This article presents an interdisciplinary teaching–learning sequence (TLS) about air quality for pre-service primary teachers using an organic learning garden. The design involved a curricular integration of concepts and competences about sustainability, mathematics, and science disciplines following constructivist and active learning strategies, such as problem-based learning and place-based education. In this TLS, both the topic and the learning context act as facilitators of education for sustainable development (ESD). The contents address the overarching STEM and sustainability concepts related to air pollutants, weather, and climate. Our results show that students learned about a STEM topic within a space and context that enables ESD. Several misconceptions related to air quality, weather, and statistics were identified through the evaluation of students’ initial ideas. Furthermore, students’ attitudes towards the topic of study and self-efficacy and perceived relevance of ESD improved after the implementation. These results will guide further improvements of the designed TLS, which connects STEM education and ESD as a transformative educational experience for pre-service teachers. In this sense, we conclude that such initiatives can improve pre-service primary teachers’ self-efficacy as agents of change towards sustainable development goals.
publishDate 2021
dc.date.none.fl_str_mv 2021
2021
2021
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/51268
url http://hdl.handle.net/10810/51268
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://www.mdpi.com/2071-1050/13/8/4500/htm
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/3.0/es/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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