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Narratives as a Didactic Resource in the Social Sciences to Teach Sustainable Development: A Study with Primary Education Students

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  • Miguel Jesús López Serrano

    (Department of Specific Didactics, Faculty of Education, University of Cordoba, 14004 Cordoba, Spain)

  • Rafael Guerrero Elecalde

    (Department of Specific Didactics, Faculty of Education, University of Cordoba, 14004 Cordoba, Spain)

Abstract

The environment should be incorporated transversally into all human activities, especially the different areas of education. However, this is not always the case. In these pages we present a study carried out during the 2021/2022 academic year among students studying for a degree in Primary Education at the University of Cordoba, to analyze narratives as resources for teaching pupils about the environment and sustainable development, mainly through the dissemination and knowledge of the Sustainable Development Goals (SDGs). Data on the didactic experience was collected from a potential sample of 217 teachers to be via a questionnaire validated by experts, which was subjected to reliability analysis with Cronbach’s Alpha, using the SPSS program, version 25.0 for Windows. The trainee teachers reacted positively to the use of narratives as resources for teaching and learning about the environmental contents of the SDGs, considering them an ideal pedagogical resource to transmit concepts effectively, in addition to serving to develop other types of competences. Likewise, they concluded that this intervention provided significant coverage of both the theoretical and practical contents of sustainable development.

Suggested Citation

  • Miguel Jesús López Serrano & Rafael Guerrero Elecalde, 2022. "Narratives as a Didactic Resource in the Social Sciences to Teach Sustainable Development: A Study with Primary Education Students," Sustainability, MDPI, vol. 14(13), pages 1-15, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:7778-:d:848084
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    References listed on IDEAS

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    1. Sílvia Albareda-Tiana & Esther García-González & Rocío Jiménez-Fontana & Carmen Solís-Espallargas, 2019. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities," Sustainability, MDPI, vol. 11(18), pages 1-19, September.
    2. M. Teresa Fuertes-Camacho & Mariona Graell-Martín & Mariana Fuentes-Loss & M. Carmen Balaguer-Fàbregas, 2019. "Integrating Sustainability into Higher Education Curricula through the Project Method, a Global Learning Strategy," Sustainability, MDPI, vol. 11(3), pages 1-25, February.
    3. Francisco Zamora-Polo & Jesús Sánchez-Martín, 2019. "Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University," Sustainability, MDPI, vol. 11(15), pages 1-15, August.
    4. Francisco Zamora-Polo & Jesús Sánchez-Martín & Mario Corrales-Serrano & Luis Espejo-Antúnez, 2019. "What Do University Students Know about Sustainable Development Goals? A Realistic Approach to the Reception of this UN Program Amongst the Youth Population," Sustainability, MDPI, vol. 11(13), pages 1-19, June.
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