关于坦迪尔(阿根廷布宜诺斯艾利斯)水中含砷环境问题的社会表述中的情感和兴趣

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Frontiers in Education Pub Date : 2023-12-14 DOI:10.3389/feduc.2023.1305788
Damián Lampert, Silvia Porro
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引用次数: 0

摘要

本报告介绍了定性研究,恢复了学生的话语权。我们在坦迪尔一所中学的化学技术七年级课程中进行了一次调查和一次访谈,共有 20 人参加。首先,作为一种定性技术,我们使用了 ROSES 问卷中的要点,并添加了一些与水中的砷主题相关的项目,以便将可以发现情感的表征成分纳入其中。另一方面,定性访谈从图像中唤起,使用了一组与主题相关的图像(滤水器、地图、疾病图像等)。这不仅能与学生更好地交流,还能促进其他方面的交流。学生必须根据以下项目对图片进行分类:悲伤、恐惧、不信任、无助、愤怒、担忧和冷漠。这些情绪的选择是基于以往对气候变化等环境问题的社会表征所做的研究。研究结果表明,学生们对环境问题有着浓厚的兴趣,并认识到自己在解决这些问题中的积极作用。此外,80% 以上的学生表示有兴趣了解更多相关知识。同样,对于图片,学生们表达了以下情绪:悲伤、无助、担忧和恐惧。面对这些结果,考虑到不同的情绪对随后在坦迪尔市开展有针对性的教学活动至关重要,其目的是解决水中的砷问题以及从访谈中获得的情绪。
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Emotions and interests in social representations about the environmental problem of arsenic in water in Tandil (Buenos Aires, Argentina)
Qualitative research is presented, recovering the discourse of the students. We worked with a survey and an interview in a 7th year course of the Chemistry Technical at a secondary school in Tandil with a population of 20 people. The first, as a qualitative technique, used those points from the ROSES questionnaire and some items, associated with the theme of arsenic in water, were added in order to incorporate the components of the representations where emotions can be found. On the other hand, the qualitative interview, evoked from images, used a set associated with the theme (water filters, cartographic maps, images of the disease, among others). This created a better communication with the students as well as other aspects. The students had to classify an image in relation to the following items: sadness, fear, distrust, helplessness, anger, worry and indifference. The selection of those emotions was based on previous studies conducted on social representations of environmental issues, such as climate change. The results obtained showed that the students have a great interest in environmental issues and recognize their active role in relation to solving these aspects. In addition, it was obtained that more than 80% of the students expressed their interest in learning more about the subject. Likewise, in relation to the images, the students expressed the following emotions: sadness, helplessness, worry and fear. Faced with these results, the different emotions are taken into account at stake for the subsequent development of a contextualized didactic sequence in the city of Tandil, with the aim of working on the problem of arsenic in water and the emotions obtained from the interview.
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来源期刊
Frontiers in Education
Frontiers in Education Social Sciences-Education
CiteScore
2.90
自引率
8.70%
发文量
887
审稿时长
14 weeks
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