6533b839fe1ef96bd12a6bdb
RESEARCH PRODUCT
Las representaciones del saber académico: Aportaciones desde la Geografía Escolar
Diego García MonteagudoÁLvaro Francisco Morote SeguidoXosé M. Souto Gonzálezsubject
DiegoAportaciones desde la Geografía Escolar García Monteagudo [1137-7038 8537 Arxius de sociologia 558787 2019 41 7605678 Las representaciones del saber académico]Xosé Manuel When we talk with basic education´s teachers there is an impression in the case of learning Social Sciencesthe possibilities of combining motivation for learning close to personal emotions and with their own rigor have been explored of the conceptual explanation. To validate these resultsMorote Seguido:SOCIOLOGÍA [UNESCO]medio ruralriesgos de inundaciónclimate changeSouto Gonzálezsocial representationsUNESCO::SOCIOLOGÍArepresentaciones socialesflood risksÁlvaro Franciscoquantitative and qualitative research techniques have been usedimprovement proposals are sought so that students are motivated to learn about these problems. Based on two case studies such as flood risks (and their relationship with climate change) and the problems of the rural areaswithin an intentional sample that seeks to offer trend results to continue with a line of research oriented towards school innovation Educación geográficacambio climático1137-7038 8537 Arxius de sociologia 558787 2019 41 7605678 Las representaciones del saber académico: Aportaciones desde la Geografía Escolar García Monteagudoand Geography in particular that these sciences are not useful for the explanation of socio-environmental and daily problems. In this researchGeographical educationrural environment 11 28description
When we talk with basic education´s teachers there is an impression in the case of learning Social Sciences, and Geography in particular that these sciences are not useful for the explanation of socio-environmental and daily problems. In this research, improvement proposals are sought so that students are motivated to learn about these problems. Based on two case studies such as flood risks (and their relationship with climate change) and the problems of the rural areas, the possibilities of combining motivation for learning close to personal emotions and with their own rigor have been explored of the conceptual explanation. To validate these results, quantitative and qualitative research techniques have been used, within an intentional sample that seeks to offer trend results to continue with a line of research oriented towards school innovation
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-01-01 |