Abstract
Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured in small collaborative groups. The initial results show that attention to the press is still insufficient, but that, nevertheless, the strategies designed contribute to raising awareness of the importance of SDG 7 and to the classroom treatment of the energy issue among the participants in the study who attend a Master’s degree program in secondary education teacher training (specialising in physics and chemistry) and a Master’s degree program in research in specific didactics (specialising in experimental sciences).
Highlights
We live in a context characterised by the close interrelation between a series of serious problems, such as pollution and degradation of ecosystems, climate change, resource depletion, inequalities and extreme poverty, among others
In order to begin to answer these questions, this paper focuses on the analysis of the use of non-formal education in science classes
The results show that the use of the press has made it possible to deepen the content covered in class on Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs), while promoting reflective and respectful attitudes towards divergent opinions on the topics covered in these articles
Summary
We live in a context characterised by the close interrelation between a series of serious problems, such as pollution and degradation of ecosystems, climate change, resource depletion, inequalities and extreme poverty, among others. This has led to numerous calls for attention from both specialists and international organisations [1,4,6,8,9,10] to change irresponsible attitudes and practices and has pointed to education and the media as key pillars to achieve citizen involvement To this end, among others, the so-called Earth Summits were held (Rio de Janeiro, 1992; Johannesburg, 2002; Rio de Janeiro, 2012) to promote the intervention of all educators linked to both formal and non-formal education (including the media) and to help educate citizens about the pressing planetary situation so that they can participate in decision-making and in the actions required based on a correct perception and awareness of the world’s problems [4,6,11,12,13,14]. This great opportunity for all countries and their citizens to get involved in solving socio-environmental problems and contribute to improving life on the planet may be underestimated, according to a report by The Global
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