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Primary-Education Students’ Performance in Arguing About a Socioscientific Issue: The Case of Pharmaceuticals in Surface Water

Author

Listed:
  • Nuria Fernández-Huetos

    (Specific Didactics Department, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

  • José Manuel Pérez-Martín

    (Specific Didactics Department, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

  • Irene Guevara-Herrero

    (Specific Didactics Department, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

  • Tamara Esquivel-Martín

    (Specific Didactics Department, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

Abstract

The teaching of environmental education must change to promote critical, sustainable, and reflective engagement with environmental problems. This study introduces a social-science question for primary education focused on pharmaceuticals in surface water. The aims of the paper are to evaluate the level of students’ performance in arguing their answers in relation to the reference answer; their use and interpretation of provided materials from which they draw the evidence to justify their arguments; and the type of solutions they propose in the framework of sustainability. This is carried out by analyzing the content of their written reports and the discourse during their group discussions. Statistical tests are also used to compare their individual and group performance. The results show that students perform at an intermediate level. They use text and video effectively but struggle with graphs and maps. Their proposed solutions are contextually appropriate and consider multiple perspectives. Notably, their performance is similar whether working individually or in groups. All in all, this pedagogical intervention in the framework of scientific practices and transformative environmental education supports the development of scientific thinking and sheds light on how students process information when addressing socio-environmental issues.

Suggested Citation

  • Nuria Fernández-Huetos & José Manuel Pérez-Martín & Irene Guevara-Herrero & Tamara Esquivel-Martín, 2025. "Primary-Education Students’ Performance in Arguing About a Socioscientific Issue: The Case of Pharmaceuticals in Surface Water," Sustainability, MDPI, vol. 17(4), pages 1-21, February.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:4:p:1618-:d:1592049
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    References listed on IDEAS

    as
    1. Tamara Esquivel-Martín & José Manuel Pérez-Martín & Beatriz Bravo-Torija, 2023. "Does Pollution Only Affect Human Health? A Scenario for Argumentation in the Framework of One Health Education," Sustainability, MDPI, vol. 15(8), pages 1-21, April.
    2. Anne Caroline de Freitas & Larissa Aine do Nascimento & Rafael Gil de Castro & Marcelo Tadeu Motokane & Pedro Reis, 2023. "Biodiversity and Citizenship in an Argumentative Socioscientific Process," Sustainability, MDPI, vol. 15(4), pages 1-18, February.
    3. Irene Guevara-Herrero & Beatriz Bravo-Torija & José Manuel Pérez-Martín, 2024. "Educational Practice in Education for Environmental Justice: A Systematic Review of the Literature," Sustainability, MDPI, vol. 16(7), pages 1-17, March.
    4. Shih-Yeh Chen & Shiang-Yao Liu, 2020. "Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
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