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| Main Authors: | , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2501.03090 |
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| _version_ | 1866929660832514048 |
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| author | Valderrama, Daniel Alejandro Velasco, Marlon Damián Garzón Chaparro, Lina Paola Alfonso |
| author_facet | Valderrama, Daniel Alejandro Velasco, Marlon Damián Garzón Chaparro, Lina Paola Alfonso |
| contents | Environmental Education (EE) is vital for shaping citizens who understand and value sustainability as an epistemological and practical alternative to mitigate current environmental issues. This research was prompted by the exploration of the relationship between EE and the physical sciences, connections that are often overlooked in curriculums and in the teaching processes of both this science and EE. It is essential to emphasize that physics provides conceptual frameworks and methodological tools that can enhance the understanding of environmental phenomena from a broad and multidimensional perspective. To delve into these connections, a study with a hermeneutic interpretative nuance was conducted. Through a questionnaire, the perceptions of prospective teachers in the natural sciences field regarding this topic were gathered. The findings revealed that a significant number of them recognize and value the correlation between physics and EE. From their perspective, this linkage is not only crucial for a comprehensive view of environmental dynamics but also to encourage students to develop critical, articulated, and well-founded thinking about environmental balance. The research also highlighted the didactic opportunities presented when intertwining physics with EE. By associating physical concepts with real environmental issues, learning can be reinforced, making it meaningful and enduring over time. This interdisciplinary fusion also holds the potential to increase students' motivation and interest, fostering a more active and engaged attitude in their educational journey |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2501_03090 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Physics, Environment and Environmental Education; Perceptions from trainee Natural Science teachers Valderrama, Daniel Alejandro Velasco, Marlon Damián Garzón Chaparro, Lina Paola Alfonso Physics Education Environmental Education (EE) is vital for shaping citizens who understand and value sustainability as an epistemological and practical alternative to mitigate current environmental issues. This research was prompted by the exploration of the relationship between EE and the physical sciences, connections that are often overlooked in curriculums and in the teaching processes of both this science and EE. It is essential to emphasize that physics provides conceptual frameworks and methodological tools that can enhance the understanding of environmental phenomena from a broad and multidimensional perspective. To delve into these connections, a study with a hermeneutic interpretative nuance was conducted. Through a questionnaire, the perceptions of prospective teachers in the natural sciences field regarding this topic were gathered. The findings revealed that a significant number of them recognize and value the correlation between physics and EE. From their perspective, this linkage is not only crucial for a comprehensive view of environmental dynamics but also to encourage students to develop critical, articulated, and well-founded thinking about environmental balance. The research also highlighted the didactic opportunities presented when intertwining physics with EE. By associating physical concepts with real environmental issues, learning can be reinforced, making it meaningful and enduring over time. This interdisciplinary fusion also holds the potential to increase students' motivation and interest, fostering a more active and engaged attitude in their educational journey |
| title | Physics, Environment and Environmental Education; Perceptions from trainee Natural Science teachers |
| topic | Physics Education |
| url | https://arxiv.org/abs/2501.03090 |