From the analysis of the answers to the first question, four environmental problems are identified only, highlighting the reference to waste in relation to others. The other problems mentioned are, in order of greater or lesser frequency, transport, water, biodiversity.
Concerning the second question, practically all of the activities proposed are not detailed in a didactic way, but only in a brief manner. The development of objectives or competences, methodology or specific tasks to students is not considered.
Description of the categories of problems and types of related educational activities.
The category of Waste, 80.11%, includes all those references to solid urban waste that the students denominates in a different way. The majority refers to garbage both domestic and in public spaces.
The Transport, 8.28%, agglutinates the answers that correspond mainly to the use of the own car or public transport.
The Water, 6.08%, groups answers mostly related to irresponsible consumption of the same.
Finally, Biodiversity, 4.97%, gathers mostly references to exotic pets as invasive species and hunting. (Table 1)
Regarding related Educational Activities: the first type Reuse, recycle, separate refers mostly to proposals on paper recycling, simple objects made from plastic containers and the identification of containers according to kinds of waste.
The second type of space cleanup corresponds with project ideas to clean public places such as the school playground, squares, parks and beaches.
In the third type of activities proposed, field trips, are grouped those responses related to visits to recycling plants and environmental reserves.
The fourth group, Information Workshops, represents proposals for invitations to experts to discuss issues related to waste pollution. Campaign of diffusion, identifies suggestions of elaboration of poster or decals that would be distributed in the next community.
Finally, the Other category includes ideas of activities methodologically little or nothing related to the problem.
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Table 1. Frequencies and percentages of identified problems and related educational activities.
Identified problems
Waste Transport Water consumption
Biodiversity No answer and/or no relation
Total
Frequency / percentage of
problems identified
F % F % F % F % F % F %
145 80.11 15 8.29 11 6.08 9 4.97 1 0.55 181 100
Educational activities related
to the identified problem
142 98 9 60 11 100 9 100 10 171
Educational activity not related to the
identified problem
3 6 0 0 1 10
Relative percentage of the
total sample of activities related
to the problem
78.5 4.5 6.1 4.5 93.6
Relative percentage of the
total sample of activities not related to the
problem
2.1 3.9 0.4 6.4
The relationships established between problematic and proposed activities (Table 2) tend to repeat patterns of activities that result from their own learning experiences in previous studies.
In this sense, it is clear that the problem of solid waste, with 80.11% of the references, has a relative percentage of 78.5% of proposals for related activities, the rest of proposed activities, 2.1%, have no relation to the problem.
The students that have identified Transport, 8.29%, only represent 4.5% of the total sample with their related activities, and the remaining 3.9% have not proposed related activities.
On the other hand, in the case of those who identified Water and who represent 6.1%, they have made related proposals, representing 6.1% of the total sample. With a similar frequency and relation, we observe the correlation between the problematic Biodiversity, which reaches 4.95% and related designed activities that get 4.7%.
Table 2. Frequency and percentages of the different educational activities related to Waste.
TYPES OF ACTIVITIES RELATED TO THE WASTE PROBLEM Reuse,
recycle, separate
Cleaning of spaces
Field trips Informative workshops
Disseminati on campaign
Other Total
F % F % F % F % F % F % F %
68 47.89 24 16.9 15 10.56 11 7.75 9 6.34 15 10.56 142 78.5
1780 Conclusions and methodological implications
The results of this research work can be applied in the subjects of other specialties of the Preservice Secondary Science Teacher Training Program a, as well as in other subjects of the grades of teacher in Early Childhood and Primary Education. Specifically, the innovative, formative and evaluative tasks that arise within this project can be transferred to the subjects assigned to the Knowledge Area of Experimental Sciences Education in the Grade of Teacher in Early Childhood Education (Health, Hygiene and Infant Feeding and Sciences Education) and Teacher in Primary Education (Science Teaching and Experimental Science Teaching).
In the light of the analysis of the responses of the teachers in training, a series of orientations and recommendations are proposed on which to emphasize their training program. It is necessary to make explicit the objectives and competencies for each activity designed in the educational proposal that include the cognitive, attitudinal, affective and conative dimensions of environmental awareness.
To leave clearly expressed and grounded the environmental content, preferably as a result of a previous investigation of problems close to the student's environment; the recommended methodology is one that allows significant learning, not repetitive and topicality; that also allows to demonstrate the ways in which the students can make a rewarding self-assessment from the possibility of being able to act positively in their environment.
Regarding for the typology of environmental education activities: adapt and update the typical ones, such as paper recycling, separation of waste, cleaning of spaces, and generate innovative activities such as action research projects in context such as opinion and dissemination campaigns, actions related to activism, proselytism and others that generate habits of sensitivity, commitment and inherent behaviors.
ACKNOWLEDGEMENT
This work is part of the ‘I+D Excelencia’ project EDU2013-41952-P, funded by the Spanish Ministry of Economy and Finance through its 2013 research call.
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