El concepto de sostenibilidad, presente ya en ámbitos de la vida muy diferentes, sobradamente deb... more El concepto de sostenibilidad, presente ya en ámbitos de la vida muy diferentes, sobradamente debatido en todos los campos, desde el doméstico hasta el planetario, debe ser considerado necesariamente de manera explícita por toda institución educativa que pretenda una conexión saludable con la sociedad. En el caso de España, el proyecto de ley de economía sostenible, actualmente en tramitación parlamentaria, incluye una definición del papel de las universidades en la materia, y menciona de manera inequívoca la sostenibilidad medioambiental, social y económica. La Universidad de Girona, en esta dirección, tiene definida como competencia transversal «evaluar la sostenibilidad de las propuestas y actuaciones propias». Esta competencia comporta unos saberes sobre el concepto y sobre las alternativas de su aplicación en los distintos ámbitos de conocimiento. Y también un compromiso con la sostenibilidad, tanto de la misma institución en su conjunto como de cada uno de los integrantes de l...
Educar Para La Participacion Ciudadana En La Ensenanza De Las Ciencias Sociales Vol 1 2012 Isbn 978 84 96723 29 0 Pags 73 82, 2012
Publicado como libro con título Educar para la Participación Ciudadana en la enseñanza de las Cie... more Publicado como libro con título Educar para la Participación Ciudadana en la enseñanza de las Ciencias Sociales, 2 volúmene
78 pages, 10 figures, 20 tablesFem aquí un balanç dels darrers quaranta anys d'ús, en molts c... more 78 pages, 10 figures, 20 tablesFem aquí un balanç dels darrers quaranta anys d'ús, en molts casos abús, dels recursos naturals a Catalunya, un país representatiu dels països europeus, en especial dels mediterranis. [...]Peer reviewe
Es presenta el disseny del l’assignatura “Educacio ambiental” dins del modul “Gestio i qualitat a... more Es presenta el disseny del l’assignatura “Educacio ambiental” dins del modul “Gestio i qualitat ambiental” dels estudis de Ciencies Ambientals, per a estudiants de tercer curs. Es pren l’aprenentatge servei com a l’eix entorn del qual giren els continguts de l’assignatura i la carpeta de l’estudiant com a instrument de reflexio i d’avaluacio. Amb l’aplicacio de l’aprenentatge servei els estudiants parteixen dels seus coneixements previs, els amplien, participen en una accio en benefici de la comunitat universitaria i del medi ambient i avaluen aquesta accio, aspectes tots ells que es relacionen plenament amb els principis de l’educacio ambiental o l’educacio per a la sostenibilitat.
This paper provides an overview of the last 40 years of use, and in many cases abuse, of the natu... more This paper provides an overview of the last 40 years of use, and in many cases abuse, of the natural resources in Catalonia, a country that is representative of European countries in general, and especially those in the Mediterranean region. It analyses the use of natural resources made by mining, agriculture, livestock, logging, fishing, nature tourism, and energy production and consumption. This use results in an ecological footprint, i.e., the productive land and sea surface required to generate the consumed resources and absorb the resulting waste, which is about seven times the amount available, a very high number but very similar to other European countries. This overexploitation of natural resources has a huge impact on land and its different forms of cover, air, and water. For the last 25 years, forests and urban areas have each gained almost 3% more of the territory at the expense of agricultural land; those municipalities bordering the sea have increased their number of in...
It is necessary to provide an environmental dimension to all educational practices if we really w... more It is necessary to provide an environmental dimension to all educational practices if we really want to make progress towards education for sustainability. The curricula should be reoriented based on the principals and focus of education for sustainability. This paper presents a research process carried out by a working group formed by teachers from the Catalan Green School Programme, by representatives from the Department of the Environment and Housing and the Department of Education, the Catalan Society for Environmental Education and the GRECA (Research Group of Scientific and Environmental Education, University of Girona) as a coordinator. The objectives of the research were to: (i) define the concept of curriculum greening within compulsory education; (ii) characterize curriculum greening at the early, primary and secondary education levels. (iii) Identify strategies for curriculum greening in schools. The research is situated within the theoretical-critical educational researc...
Introduction: Schools placed in protected areas are a target group for planners and managers. Suc... more Introduction: Schools placed in protected areas are a target group for planners and managers. Such schools have the possibility of participating in a number of activities organised by environmental education centres (EECs) in non-formal education contexts. Numerous publications have shown how outdoor and nature education for children benefits them physically, cognitively, emotionally, socially and behaviourally, and also fosters a commitment to the environment. Integrating such experiences into the school curricula improves quality in education. Objectives: This study explores the relationship between EECs that offer activities for local schools and those schools that integrate the activities that EECs provide. Methods: Thus, between 2009 and 2012 seven facilitators (representing seven different EECs) and five teachers with varying levels of responsibility, from five different state primary schools located in protected areas in the province of Girona, Catalonia, Spain were interview...
Guiding documents under the ‘PEC’ acronym are commonly used in environmental education centres (E... more Guiding documents under the ‘PEC’ acronym are commonly used in environmental education centres (EECs) in Spain. They are written documents that are seen as necessary tools to safeguard quality. In this study, we analyse the guiding documents of twenty-three EECs in the province of Girona (Catalonia, Spain) in order to understand their contents and detect strengths and weaknesses. The instrument used for document analysis is a rubric created for this purpose from the literature review. It includes four main sections: identity features, context analysis, formulation of goals and a plan of action. Each of these sections has associated items that have been used to analyse the guiding documents mentioned. The results show a great lack of information regarding evaluational aspects. They also show difficulties in defining the concepts of environmental education or education for sustainability and relating sustainability to the milieu of EECs.
... (iii) Identify strategies for curriculum greening in schools. The research is situated within... more ... (iii) Identify strategies for curriculum greening in schools. The research is situated within the theoretical-critical educational research paradigm and follows a process of participatory action research. The analysis is fundamentally qualitative. ...
Esta propuesta se contextualiza en entidades de educación ambiental en España, concretamente en l... more Esta propuesta se contextualiza en entidades de educación ambiental en España, concretamente en la región de Girona (Catalunya). El proyecto educativo es visto por varios autores españoles, cómo uno de los tres pilares que sostienen la calidad de dichas entidades, junto con el equipo de educadores, y las instalaciones y recursos disponibles.
El concepto de sostenibilidad, presente ya en ámbitos de la vida muy diferentes, sobradamente deb... more El concepto de sostenibilidad, presente ya en ámbitos de la vida muy diferentes, sobradamente debatido en todos los campos, desde el doméstico hasta el planetario, debe ser considerado necesariamente de manera explícita por toda institución educativa que pretenda una conexión saludable con la sociedad. En el caso de España, el proyecto de ley de economía sostenible, actualmente en tramitación parlamentaria, incluye una definición del papel de las universidades en la materia, y menciona de manera inequívoca la sostenibilidad medioambiental, social y económica. La Universidad de Girona, en esta dirección, tiene definida como competencia transversal «evaluar la sostenibilidad de las propuestas y actuaciones propias». Esta competencia comporta unos saberes sobre el concepto y sobre las alternativas de su aplicación en los distintos ámbitos de conocimiento. Y también un compromiso con la sostenibilidad, tanto de la misma institución en su conjunto como de cada uno de los integrantes de l...
Educar Para La Participacion Ciudadana En La Ensenanza De Las Ciencias Sociales Vol 1 2012 Isbn 978 84 96723 29 0 Pags 73 82, 2012
Publicado como libro con título Educar para la Participación Ciudadana en la enseñanza de las Cie... more Publicado como libro con título Educar para la Participación Ciudadana en la enseñanza de las Ciencias Sociales, 2 volúmene
78 pages, 10 figures, 20 tablesFem aquí un balanç dels darrers quaranta anys d'ús, en molts c... more 78 pages, 10 figures, 20 tablesFem aquí un balanç dels darrers quaranta anys d'ús, en molts casos abús, dels recursos naturals a Catalunya, un país representatiu dels països europeus, en especial dels mediterranis. [...]Peer reviewe
Es presenta el disseny del l’assignatura “Educacio ambiental” dins del modul “Gestio i qualitat a... more Es presenta el disseny del l’assignatura “Educacio ambiental” dins del modul “Gestio i qualitat ambiental” dels estudis de Ciencies Ambientals, per a estudiants de tercer curs. Es pren l’aprenentatge servei com a l’eix entorn del qual giren els continguts de l’assignatura i la carpeta de l’estudiant com a instrument de reflexio i d’avaluacio. Amb l’aplicacio de l’aprenentatge servei els estudiants parteixen dels seus coneixements previs, els amplien, participen en una accio en benefici de la comunitat universitaria i del medi ambient i avaluen aquesta accio, aspectes tots ells que es relacionen plenament amb els principis de l’educacio ambiental o l’educacio per a la sostenibilitat.
This paper provides an overview of the last 40 years of use, and in many cases abuse, of the natu... more This paper provides an overview of the last 40 years of use, and in many cases abuse, of the natural resources in Catalonia, a country that is representative of European countries in general, and especially those in the Mediterranean region. It analyses the use of natural resources made by mining, agriculture, livestock, logging, fishing, nature tourism, and energy production and consumption. This use results in an ecological footprint, i.e., the productive land and sea surface required to generate the consumed resources and absorb the resulting waste, which is about seven times the amount available, a very high number but very similar to other European countries. This overexploitation of natural resources has a huge impact on land and its different forms of cover, air, and water. For the last 25 years, forests and urban areas have each gained almost 3% more of the territory at the expense of agricultural land; those municipalities bordering the sea have increased their number of in...
It is necessary to provide an environmental dimension to all educational practices if we really w... more It is necessary to provide an environmental dimension to all educational practices if we really want to make progress towards education for sustainability. The curricula should be reoriented based on the principals and focus of education for sustainability. This paper presents a research process carried out by a working group formed by teachers from the Catalan Green School Programme, by representatives from the Department of the Environment and Housing and the Department of Education, the Catalan Society for Environmental Education and the GRECA (Research Group of Scientific and Environmental Education, University of Girona) as a coordinator. The objectives of the research were to: (i) define the concept of curriculum greening within compulsory education; (ii) characterize curriculum greening at the early, primary and secondary education levels. (iii) Identify strategies for curriculum greening in schools. The research is situated within the theoretical-critical educational researc...
Introduction: Schools placed in protected areas are a target group for planners and managers. Suc... more Introduction: Schools placed in protected areas are a target group for planners and managers. Such schools have the possibility of participating in a number of activities organised by environmental education centres (EECs) in non-formal education contexts. Numerous publications have shown how outdoor and nature education for children benefits them physically, cognitively, emotionally, socially and behaviourally, and also fosters a commitment to the environment. Integrating such experiences into the school curricula improves quality in education. Objectives: This study explores the relationship between EECs that offer activities for local schools and those schools that integrate the activities that EECs provide. Methods: Thus, between 2009 and 2012 seven facilitators (representing seven different EECs) and five teachers with varying levels of responsibility, from five different state primary schools located in protected areas in the province of Girona, Catalonia, Spain were interview...
Guiding documents under the ‘PEC’ acronym are commonly used in environmental education centres (E... more Guiding documents under the ‘PEC’ acronym are commonly used in environmental education centres (EECs) in Spain. They are written documents that are seen as necessary tools to safeguard quality. In this study, we analyse the guiding documents of twenty-three EECs in the province of Girona (Catalonia, Spain) in order to understand their contents and detect strengths and weaknesses. The instrument used for document analysis is a rubric created for this purpose from the literature review. It includes four main sections: identity features, context analysis, formulation of goals and a plan of action. Each of these sections has associated items that have been used to analyse the guiding documents mentioned. The results show a great lack of information regarding evaluational aspects. They also show difficulties in defining the concepts of environmental education or education for sustainability and relating sustainability to the milieu of EECs.
... (iii) Identify strategies for curriculum greening in schools. The research is situated within... more ... (iii) Identify strategies for curriculum greening in schools. The research is situated within the theoretical-critical educational research paradigm and follows a process of participatory action research. The analysis is fundamentally qualitative. ...
Esta propuesta se contextualiza en entidades de educación ambiental en España, concretamente en l... more Esta propuesta se contextualiza en entidades de educación ambiental en España, concretamente en la región de Girona (Catalunya). El proyecto educativo es visto por varios autores españoles, cómo uno de los tres pilares que sostienen la calidad de dichas entidades, junto con el equipo de educadores, y las instalaciones y recursos disponibles.
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