Abstract
The work is carried out in accordance with the Sustainable Development Goal 13 Climate Action with prospective primary school teachers. The study presented is part of the science education subject at the University of Seville (Spain) during the 2019–2020 academic year. This research has two main goals, on the one hand, to present an innovative educational experience (design and implementation) for teacher training, on the other hand, to assess the educational implication of the experience from the prospective primary school teachers’ self-perception about their level of sustainability competences achieved. The novel educational experience consisted in the inquiry of prior knowledge about climate change in primary school children for the design of a lesson plan. The degree of scope of the educational experience, in particular, the level of sustainability competences achieved was assessed from the self-perception of the participants (Prospective Primary school Teachers) through a Likert-type questionnaire. The results show an improvement in the degree of acquisition of these competences, not only from their self-perception, but also from the investigative process followed through this innovative experience. Likewise, these results indicate the success of the educational proposal as a possible educational strategy for the sustainability of the curriculum in the field of science education.
Highlights
We live in a world marked by great problems and socio-environmental inequalities
A science education from this activist and interdisciplinary perspective allows integrating and complementing an Education for Sustainable Development (ESD) for citizen scientific literacy. It is just this vision of science education that we promote with the innovative proposal that we present here, namely, an educational proposal based on school inquiry about environmental issues such as climate change and the prior knowledge of primary school children
From the instrument created for the evaluation of the questionnaire (Table 2) we show the data of the questionnaire completed by the PPT organized by frequencies before and after participation in the methodological proposal
Summary
We live in a world marked by great problems and socio-environmental inequalities. The recent global health crisis of COVID-19 is not an isolated case, but is an effect of this planetary imbalance in which the pandemic is showing us the need to do things differently. The climate crisis will not give us the opportunity to stay two months at home and return to normal. We are in a climate emergency situation, as announced in 2015 by the UN in the 2030 Agenda on Sustainable Development within the Goal 13 Climate Action and in the latest international events (Climate Action Summit 2019 and Climate Summit of Madrid 2019). It has been vindicated by citizens through the Fridays for future youth movement led by the young Greta Thunberg as an environmental activist. It is not enough to know the environmental problem, but it is the moment to act, from the putting into play of competences that reflect both professionally and personally the commitment to sustainability [1]
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