RT Journal Article
T1 Social Sciences Teaching: Building a Holistic Approach from Student Teachers’ Social Representations
A1 Pérez Guilarte, Yamilé
A1 Armas Quintá, Francisco Xosé
A1 Macía Arce, Xosé Carlos
K1 Social Sciences Teaching
K1 Socio-Environmental Problems
K1 Global Citizenship Education
K1 Education for Sustainable Development
K1 Critical Thinking
K1 Primary School
AB The dynamics that today’s society is facing require critical citizens capable of understanding the complexity of problems from their various dimensions. This work aimed to investigate the social representations that future primary school teachers have about socio-environmental problems, sustainability, purposes of socio-environmental education, and strategies to train in Global Citizenship Education and in Education for Sustainable Development. An exploratory case study was carried out, framed in an action-research approach in the classes of Social Sciences Teaching of the Primary Education Degree of two universities in Galicia (Spain): the University of A Coruña and the University of Santiago de Compostela. A quantitative and qualitative analysis was developed by applying a questionnaire to a sample of 200 students. The results showed that students focus on problems such as climate change or environmental pollution, leaving aside issues such as social inequalities, poverty, or gender issues. In addition, they have difficulties in recognizing the strategies by which teachers can provide their students with critical thinking that leads to social transformation. Significant differences were observed in some researched aspects according to the university of origin, the grade, and the gender of the students, with gender being the one that influenced the greatest number of questions.
PB MDPI
SN 2076-0760
YR 2022
FD 2022
LK https://hdl.handle.net/10347/43456
UL https://hdl.handle.net/10347/43456
LA eng
NO PÉREZ GUILARTE, Y.; ARMAS QUINTÁ, F. X.; MACÍA ARCE, X. C. (2022). Social Sciences Teaching: Building a Holistic Approach from Student Teachers’ Social Representations. Social Sciences MDPI 11(307). 1 - 17 DOI: https://doi.org/10.3390/socsci11070307
NO This research was funded by the Erasmus+ Programme of the European Union within the action KA2—Cooperation for innovation and the exchange of good practices—Capacity Building in the field of Higher Education, grant number 609897-EPP-1-2019-1-ES-EPPKA2-CBHE-JP.
DS Minerva
RD 24 abr 2026