Percepción del profesorado latinoamericano y español sobre el cambio climático: aproximaciones desde un MOOC de formación docente

  1. Corrochano Fernández, Diego
  2. Ferrari Lagos, Enzo Rainiero
  3. Andrés Sánchez, Santiago
  4. Fuertes, Miguel Ángel
  5. Herrero Teijón, Pablo
  6. Ballegeer, Anne-Marie
  7. Delgado Martín, María Laura
  8. Ruiz Méndez, Camilo
Revista:
Revista Educación Ambiental y Sostenibilidad: REAYS

ISSN: 2659-708X

Año de publicación: 2021

Volumen: 3

Número: 2

Páginas: 2604

Tipo: Artículo

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Otras publicaciones en: Revista Educación Ambiental y Sostenibilidad: REAYS

Resumen

Este estudio se centra en analizar las creencias que tienen profesores de España y Latinoamérica sobre el cambio climático, prestando especial atención a la percepción general que tienen del fenómeno, la concienciación, las preocupaciones y al conocimiento de determinados fundamentos científicos. Para recoger la información, se utilizó un cuestionario de 38 ítems (preguntas y afirmaciones) de respuesta cerrada que respondieron un total de 85 profesores de niveles preuniversitarios durante un curso online de formación docente sobre el cambio climático. Independientemente del lugar de procedencia, España o América Latina, los profesores presentan entre ellos resultados muy similares en los aspectos considerados en el estudio, registrándose diferencias significativas en muy pocos de ellos. Creen que el fenómeno es algo real y provocado por la actividad humana, pero a pesar de reconocer la amenaza para la salud que supone, sostienen que afectará más gravemente a futuras generaciones. Ambos grupos comparten la idea de que la sociedad no está preparada para adoptar medidas de adaptación y mitigación. Además, se ha detectado entre el profesorado varias concepciones alternativas sobre los fundamentos científicos y los conocimientos conceptuales que tienen sobre el problema, que están en concordancia con estudios similares realizados en otros contextos con la población en general. Por último, se discuten algunas implicaciones en la formación docente.

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