Abstract
Information and Communication Technologies (ICT) have been recognized as innovative resources for improving the teaching–learning process. The aim of this study was to design and validate ICT-based learning interventions for sustainability content from a cognitive and affective perspective. Specifically, didactic resources based on a discovery learning model, such as WebQuest and video games, have been used. The research design was of a quasi-experimental type with three groups of students who were given pre-test and post-test questionnaires. The sample was made up of 81 secondary school students, selected by means of non-probability sampling. The cognitive, behavioral, attitudinal, and emotional variables of the students were measured according to the teaching methodologies used. As a measurement instrument, a questionnaire was designed, composed of several blocks in relation to the variables under study. The results obtained reveal that ICT has a positive influence on the academic progress experienced by students, with the students who used video games obtaining better results than those who used WebQuest. The didactic interventions did not modify the attitude or the environmental behavior of the students regardless of the methodology used. Regarding emotions, it was observed that didactic interventions with ICT positively affected the emotions experienced by the students and contributed to fighting boredom.
Highlights
In recent years, we have been facing one of the most important environmental challenges for society, the planetary emergency announced by various global institutions [1,2]
The teaching methodology used in the classroom was considered as an independent variable and the dependent variables were the level of knowledge achieved by students, environmental awareness, attitudes and environmental behavior, emotions, and gender
Group C, it obtained worse results than the rest of the groups in both questionnaires, was the one that experienced greater progress, going from 4.52 to almost 8 on average. These results show that the three Information and Communication Technologies (ICT)-based educational interventions that were carried out were effective in improving the level of knowledge of the students in the sustainability issues under study
Summary
We have been facing one of the most important environmental challenges for society, the planetary emergency announced by various global institutions [1,2]. Several studies have shown that responses to these calls for action are insufficient They point out that the urgent global emergency we are facing requires a redoubling of efforts and initiatives from the context of science education to involve citizens in building a sustainable future [5]. Kollmuss and Agyeman [19] do not attribute a direct relationship between environmental knowledge and pro-environmental behavior These studies indicate that it is not possible to explain in detail what leads a person to act in a pro-environmental way because it is a highly complex issue, it is true that economic, social, and cultural factors have some influence. Research by Kuhlemeier, Van den Bergh, & Lagerweij [21] indicates that out of a sample of 9000 secondary school students, 57% showed very positive attitudes towards the environment despite students’ limited knowledge of environmental issues
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