Cliffs with memory: historical and social teacher training via climatic and environmental transformations

Cosme Jesús Gómez Ca asco, Ped o Mi alles Ma ínez and Ramón López Facal Cosme Jesús Gómez Ca asco, Ped o Mi alles Ma ínez and Ramón López Facal Handbook o Resea ch on Teache Educa ion in His o y and Geog aphy Handbook o Resea ch on Teache Educa ion in His o y and Geog aphy Handbook o Resea ch on Teache Educa ion Cosme Jesús Gómez Ca asco, Ped o Mi alles Ma ínez and Ramón López Facal I is necessa y o know he opinions, p ac ices and expec a ions o eache s in aining and in p ac icing, o imp o e eache educa ion p og ams. This Handdbook add esses he challenges o he p o ession o eaching o his o y and geog aphy, who, in se e al Eu opean coun ies such as Spain and F ance, sha e ini ial aining and eaching in bo h disciplines. Resea che s’ con ibu ions ha e been collec ed om eigh coun ies. The majo i y o Spanish uni e si ies, ele en, ha e sha ed an ex ensi e esea ch p ojec , bu ha e also had he collabo a ion and pa icipa ion o esea che s om se en o he coun ies: B azil, Canada, China, Colombia, Po ugal, Sweden and he Uni ed S a es. I is abou collec i e wo k, in a ne wo k, a he han he sum o indi idual con ibu ions. The Au ho Cosme Jesús Gómez Ca asco is senio lec u e o Social Sciences Educa ion a Uni e si y o Mu cia (Spain). Ped o Mi alles Ma ínez is senio lec u e o Social Sciences Educa ion a Uni e si y o Mu cia (Spain). Ramón López Facal is senio lec u e o Social Sciences Educa ion a Uni e si y o San iago de Compos ela (Spain). 9783631818978_c _eu.indd 1,3 18-Feb-21 17:39:44 Handbook o Resea ch on Teache Educa ion in His o y and Geog aphy Cosme Jesús Gómez Ca asco, Ped o Mi alles Ma ínez and Ramón López Facal Handbook o Resea ch on Teache Educa ion in His o y and Geog aphy Bibliog aphic In o ma ion published by he Deu sche Na ionalbiblio hek The Deu sche Na ionalbiblio hek lis s his publica ion in he Deu sche Na ionalbibliog a ie; de ailed bibliog aphic da a is a ailable online a h p://dnb.d-nb.de. Lib a y o Cong ess Ca aloging-in-Publica ion Da a A CIP ca alog eco d o his book has been applied o a he Lib a y o Cong ess. This book was unded by some esea ch p ojec s g an ed by Spanish Minis y o Science and Inno a ion, Spanish Agency o Resea ch, and FEDER EU unds, g an numbe s PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018-094491-B-C33; and “Seneca Founda ion. Regional Agency o Science and Technology”, g an numbe s 20638/JLI/18 and 20874/PI/18. ISBN 978-3-631-81897-8 (P in ) E-ISBN 978-3-631-84838-8 (E-PDF) E-ISBN 978-3-631-84839-5 (EPUB) E-ISBN 978-3-631-84840-1 (MOBI) DOI 10.3726/ b18091 © Pe e Lang GmbH In e na ionale Ve lag de Wissenscha en Be lin 2021 All igh s ese ed. Pe e Lang – Be lin ∙ Be n ∙ B uxelles ∙ New Yo k ∙ Ox o d ∙ Wa szawa ∙ Wien All pa s o his publica ion a e p o ec ed by copy igh . Any u ilisa ion ou side he s ic limi s o he copy igh law, wi hou he pe mission o he publishe , is o bidden and liable o p osecu ion. This applies in pa icula o ep oduc ions, ansla ions, mic o ilming, and s o age and p ocessing in elec onic e ie al sys ems. This publica ion has been pee e iewed. www.pe e lang.com Acknowledgemen This book was unded by some esea ch p ojec s g an ed by Spanish Minis y o Science and Inno a ion, Spanish Agency o Resea ch, and FEDER EU unds, g an numbe s PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018- 094491-B-C33; and “Seneca Founda ion. Regional Agency o Science and Technology”, g an numbe s 20638/JLI/18 and 20874/PI/18. Con en s Con ibu o s ......................................................................................................... 11 Cosme J.Gómez- Ca asco, Ped o Mi alles- Ma ínez, and Ramón López- Facal In oduc ion .............................................................................................................. 15 Pa I Resea ch app oaches in he aining o geog aphy and his o y eache s Vic o A ias, Beni o A ias, and Jai o Rod íguez- Medina Chap e 1 Quan i a i e esea ch in educa ion ................................................... 35 Jai o Rod íguez Medina and Ba olomé Rubia A i Chap e 2 Mixed me hods in educa ion esea ch ............................................. 53 S éphane Lé esque and Jean- Philippe C o eau Chap e 3 Teaching he na a i e compe ence in his o y educa ion:Lessons om Canada ...................................................... 71 F ed ik Al én Chap e 4 Please le i be a his o y es wi h a con en Ican handle:How gi ls and boys pe o m in he na ional es in his o y in Sweden 87 Pa II Resea ches abou opinions and pe cep ions o eache s in ini ial aining and in p ac ising Da id Pa a Monse a , Xosé Manuel Sou o González, and Nancy Palacios Mena Chap e 5 The ep esen a ion o geog aphical and his o ical educa ion among eache s- in- aining:An Ibe o- Ame ican pe spec i e ... 115 Ma ía de la Enca nación Cambil, Es he Jiménez, Mª Mon se a Pas o and Ande Delgado Chap e 6 An analysis o he pe cep ions o ainee Seconda y Educa ion eache s on cu en his o iog aphical ends ................................ 137 Cosme Jesús Gómez Ca asco, Ped o Mi alles Ma ínez and Ramón López Facal Handbook o Resea ch on Teache Educa ion in His o y and Geog aphy Bibliog aphic In o ma ion published by he Deu sche Na ionalbiblio hek The Deu sche Na ionalbiblio hek lis s his publica ion in he Deu sche Na ionalbibliog a ie; de ailed bibliog aphic da a is a ailable online a h p://dnb.d-nb.de. Lib a y o Cong ess Ca aloging-in-Publica ion Da a A CIP ca alog eco d o his book has been applied o a he Lib a y o Cong ess. This book was unded by some esea ch p ojec s g an ed by Spanish Minis y o Science and Inno a ion, Spanish Agency o Resea ch, and FEDER EU unds, g an numbe s PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018-094491-B-C33; and “Seneca Founda ion. Regional Agency o Science and Technology”, g an numbe s 20638/JLI/18 and 20874/PI/18. ISBN 978-3-631-81897-8 (P in ) E-ISBN 978-3-631-84838-8 (E-PDF) E-ISBN 978-3-631-84839-5 (EPUB) E-ISBN 978-3-631-84840-1 (MOBI) DOI 10.3726/ b18091 © Pe e Lang GmbH In e na ionale Ve lag de Wissenscha en Be lin 2021 All igh s ese ed. Pe e Lang – Be lin ∙ Be n ∙ B uxelles ∙ New Yo k ∙ Ox o d ∙ Wa szawa ∙ Wien All pa s o his publica ion a e p o ec ed by copy igh . Any u ilisa ion ou side he s ic limi s o he copy igh law, wi hou he pe mission o he publishe , is o bidden and liable o p osecu ion. This applies in pa icula o ep oduc ions, ansla ions, mic o ilming, and s o age and p ocessing in elec onic e ie al sys ems. This publica ion has been pee e iewed. www.pe e lang.com Acknowledgemen This book was unded by some esea ch p ojec s g an ed by Spanish Minis y o Science and Inno a ion, Spanish Agency o Resea ch, and FEDER EU unds, g an numbe s PGC2018-094491-B-C31, PGC2018-094491-B-C32, PGC2018- 094491-B-C33; and “Seneca Founda ion. Regional Agency o Science and Technology”, g an numbe s 20638/JLI/18 and 20874/PI/18. Cli s wi h memo y 335 ook place in a colde en i onmen in which he coas line would ha e had a di e en mo phology. This makes i possible o unde s and he con ex o o he a chaeological spaces (Blanco- Chao e al., 2020). No ing he ela ionship be ween clima e change and landscape makes i possible o ans o m a consol- ida ed idea:non- indus ialised socie ies o he pas which did no pollu e on a la ge scale we e no a ec ed by clima e change. This can be e u ed by disco - e ing ha his se lemen expe ienced he Roman Wa m Pe iod and i s e ec on he sea le el (Tallón- A mada e al., 2017), which, simila o he p esen le el, would ha e made he hill o di icul o li e in. A enewed pe spec i e on his issue makes i possible o add ess i in he class oom om he pa ame e s o a meaning ul educa ional app oach in o de o unde s and social hinking which in e wea es he pas , he p e- sen and he u u e (Is ael, 2012; San is eban- Fe nández, González- Mon o , Pagès- Blanch, 2020). Fig.3: Re lec ing on his ca e (Fon o ón beach- Po o do Son). I exis ed in he p e ious in e glacial. I was ossilized in he glacial s age and in he cu en (Holocene) has been newly disco e ed Domínguez-Almansa, And és e al.336 In gene al, p ima y schoolchild en a e in oduced o his o ical knowledge by way o a g aph o his o ical pe iods wi h no ch onological p opo ion- ali y. In a elaxed a mosphe e (Hassinge - Das e al., 2017), and using 24 s eps which ep esen he hou s o one day, he empo al dimension o each pe iod is isualised and compa ed, inco po a ing clima e change as a his o ical de e mi- nan (Fig.6). This issue is deal wi h in esea ch which combines documen a- ion om he ields o his o y and he Ea h sciences (Diamond, 2005; B ooke, 2014; Blom, 2017). By combining hese documen s (Fig.7) as a esou ce o g ea educa ional alue (Ba dsley, Ba dsley, 2007), and he in o ma ion eco ded in he deposi s, 7 6 5 4 3 2 1 0 750 650 P o . (cm) P o . (m) CAAMANO-Sc ~ Holocen Eemian Ta diglacia Uppe Pleniglacia Middle Pleniglacia CAAMANO CENTRO ~ 400 250 100 0 8 7 6 5 4 3 2 1 0 805 610 P o . (cm) P o . (m) 395 295 100 75 30 0 Fig.4: Recons uc ion o he le els iden i ied in he edapho- sedimen a y deposi s. (Figu e made byM. Cos a- Casais) Cli s wi h memo y 337 a ou e is aced om he hun e - ga he e s o he long Ice Age o he sho wa m ime pe iod o he con empo a y wo ld. This ou e passes h ough imes o g ea clima ic change, which gene a ed he p esen - day clima es and b ough abou ag icul u e, and a succession o clima ic isola ions which accompanied he Fig.5: Hill o o Ba oña (Po o do Son) Fig.6: His o ical ime and clima e in his o y Domínguez-Almansa, And és e al.338 adi ional s ages o humani y. Along pe iod domina ed by ag a ian ac i i y is e lec ed upon, in which he need o clima e s abili y b ough abou bo h joy and ea , gi ing ise o i uals and cus oms (Rod íguez Plasencia, 2013), ansmi ed by memo y, which ha e come down o us oday unde he eil o Ch is iani y. I is necessa y o app oach his issue in schools om he pe spec- i e o new in ellec ual and c i ical pa adigms. The con empo a y wo ld has de eloped up o he p esen momen du ing a g owing wa m pe iod. Cu en esea ch iden i ies his as a p ocess o accele - a ion o global wa ming b ough abou by human in luence. Indeed, scien is s om di e en ields admi ha we a e al eady in a new s age, he An h opocene (C u zen, S oe me , 2000). In o de o discuss he didac ics o clima e change as a p oblem o he p esen , in addi ion o gi ing alue o he pas , i is necessa y o: – Be awa e ha we a e a i ing owa ds he end o an in e glacial s age which is cha ac e ised by a na u al p ocess o accen ua ion o wa ming (Hodzic, Kennedy, 2019). This makes i possible o e lec on he ue dimension o human in luence, which has ne e be o e been p esen . – Disco e e idence (Vee il, Kamp, 2019). Wi hou eso ing o o e used places, by compa ing he same deposi wen y yea s ago and a he p e- sen ime, i can be app ecia ed ha i is being co e ed by ege a ion, a Fig.7: Documen o e lec on he Li le Ice Age (app ox. 1570– 1700) Cli s wi h memo y 339 phenomenon associa ed o wa ming which can also be obse ed in dune sys ems (Jackson e al., 2019). – Associa e he p oblem o undamen al issues sea ch as he cul u e o coal (No dhaus, 2013)and economic g ow h. Rega ding his aspec , he e ec i e- ness o eso ing o wo ks which b ing oge he igou and dissemina ion is app ecia ed. In his case, Higgs (2015) shows how he in es o o oday does no make he mos o he g ow h o yes e day. An indi idualism which p eys upon esou ces and he plane i sel imposes i sel as an ideology. – P opose he necessi y o in eg a ing clima e change in o educa ion o en i- onmen al and human sus ainabili y (Bangay, Blum, 2010; Collins, Gene , Ch is ian, 2013). I is essen ial o in eg a e p ima y schoolchild en who can ake in he aspec s deal wi h he e and hose who, a an ea ly age, a e edu- ca ed in he esponsibili y o building a mo e sus ainable socie y. I is neces- sa y o exempli y his by way o eal expe imen s ca ied ou in schools. – Re u n o he pas in o de o con e educa ional alue upon he knowledge o cul u es capable o gene a ing sus ainable spaces (UNESCO, 2016)and o seek educa ional pa hs which a oid he ic i ious dissocia ion be ween he human ace and na u e. F om an educa ional pe spec i e o a c i ical na u e, i is o alue o p ojec hese lea nings owa ds he u u e (Es epa- Giménez, Ma ín- Cáce es, 2020). The memo y s o ed bo h in edapho- sedimen a y deposi s and in o he en i onmen al eco ds makes i possible o know ha an in e glacial pe iod is ollowed by ano he glacial pe iod. I we a e a he end o an in e glacial pe iod, wha hypo heses should eache aining consolida e? Two possible scena ios should be e lec ed upon, always deba able and con o e sial as scien i ic hypo heses and hei social p ojec ion. 1) Induced global wa ming changes he na u al dynamics o he clima e (Mann, Kump, 2016). This would suppose an unce ain p olonga ion o he in e glacial pe iod and wa ming wi h consequences o he en i onmen and humans. Thus, he hawing o he No h Pole would e eal an in ini y o esou ces which would uin wha , in ecen decades, seems o ha e been he leas iolen pe iod in he his o y o humani y (Pinke , 2011). I could also e eal i uses and bac e ia o unp edic able consequences (Mala in e al., 2020). 2) The ise o he empe a u e would imply a apid accele a ion o hawing. Tha g ea quan i y o eshwa e would al e he ma ine cu en s, which egula e he clima e, and i would accele a e he a i al o he new Ice Age. I hese p edic ions, qui e e u ed (Wa e , Hillai e- Ma cel, 2004), Domínguez-Almansa, And és e al.340 would inally occu ed, hey would cause p oblems o adap a ion o a massi ied socie y, he inhabi an s o which can no longe be desc ibed as hun e - ga he e s Wo king on clima e change wi h ainee eache s is a way o con eying he need o app oach a c i ical eaching me hod in he age in which hey ha e o li e. Inasmuch as hey assume his me hod and pu i in o p ac ice, na u al clima e change will no be a oided, bu i could be a oided ha a dominan ideology, based on g ow h and aken as unques ionable u h, de ea es science, which would lead o he dis- appea ance o c i ical hinking wi h he abili y o e lec on he consequences o o cing na u al dynamics o o p e en an adequa e adap a ion o hese. Objec i es To analyse: 1. To wha ex en ainee eache s unde s ands he en i onmen al eco ds o he pas and alue hose which exis in hei su oundings. 2. The cogni i e and ci ic compe ences acqui ed in he lea ning p ocess, paying a en ion o he capaci y o ela ing he pas , he p esen and he u u e. 3. How his knowledge can be alued o hei p o essional p ac ice. 4. Thei capaci y o app oaching educa ional designs so ha p ima y school- child en can disco e , know, gi e meaning o, and e en dissemina e he p oblem o clima e change. Me hod This esea ch is amed wi hin he quali a i e adi ion (Flick, 2007)and in e - p e i e esea ch (E ickson, 1989). I is an induc i e and bounded s udy which in eg a es he e hnog aphic me hod and he case s udy (Denzin & Lincoln, 2005). I is based on an educa ional ac ion and i s eedback ca ied ou o e h ee academic yea s (2016/ 2017; 2018/ 2019; 2019/ 2020) in he a ea o he eaching o he social sciences in a p ima y educa ion eache aining deg ee (Uni e si y o San iago de Compos ela– Lugo Campus). 191 s uden s (n=191) ook pa in he s udy a e ecei ing aining in he - i age and place- based educa ion in he p e ious yea . They also exp essed hei in e es s in dealing wi h he issue o clima e change. A he end o he educa ional ac ion, hey we e asked o p oduce empi ical ma e ials in o de o app oach his esea ch: ee indi idual e lec ions (n=191) and educa ional designs p oduced in g oups (n=25) in o de o pu hei lea ning in o p ac ice. Cli s wi h memo y 341 The da a we e ea ed in an agg ega e and holis ic manne and we e analysed by way o he me hod o cons an compa isons (Glase & S auss, 1967), obse ing he ideas ei e a ed in he e lec ions and he g oup wo k. They we e ca ego ised in o se e al sec ions and key ideas (Tab. 1) asc ibing ex ual quo es o each one o hem in o de o exempli y hem. The quo es o he e lec ions a e iden i ied aking accoun he s uden and he academic yea (e.g.:S 1:2017/ 2018), he designs, wo k and academic yea (e.g.:D1:2017/ 2018). Resul s Indi idual e lec ions 1. A high deg ee o conside a ion o he deposi s. a) They a e alued o being he sou ce o app ecia ed knowledge and a e conside ed as an example o in e disciplina i y: [...] They a e an ex emely good ool o lea ning abou he his o y o he Ea h [...] (S 4:2018/ 2019); The disco e y o hese deposi s made me change my way o seeing he coas [...] (S 3:2018/ 2019); Ge ing o know hem close up [...] now Iunde s and Tab. 1: Sec ions and key ideas Indi idual e lec ions G oup designs 1. E alua ion o he deposi s 1. Disco e ing he deposi s – Acquisi ion o knowledge and in e disciplina i y – Associa ion o he i age, iden i y, p ese a ion – Bene i s o p o essional aining – Teaching he memo y o he Ea h – P omo ing hei alue 2. Anew unde s anding o clima e change 2. Gi ing meaning and o e ing con en s o wo king on clima e change – A di e en app oach o geog aphy and his o y – Connec ion be ween pas , p esen , u u e – A c i ical and ci ic dimension – Al e na i e p ocedu es – In oducing ime and space – A p esen - day p oblem 3. Teaching o clima e change 3. The oca ion o dissemina ion – The impo ance o he su oundings – Cogni i e lea ning – C i ical educa ion wi h social impac – Pupils as agen s o change Au ho s’ own wo k Domínguez-Almansa, And és e al.342 ha hey a e a chi es o ime [...] e e y clima ic change unde gone by ou plane can be seen e lec ed in hem [...] (S 10:2016/ 2017); [...] hey a e o g ea in e disciplina y alue [...] (S 10:2019/ 2020); [...] They can be included in di e en subjec s [...] om he social sciences i could be disco e ed ha hey a e a chi es o ime [...] in which clima ic changes, a ia ions o he sea, and e en an h opic ac i i y a e e lec ed [...] om he na u al sciences he composi ion o hese na u al elemen s could be s udied (S 10:2018/ 2019). b) They a e seen has being a he i age asse , a symbol o iden i y and a space o be p ese ed: [...] due o he in o ma ion which hey p o ide us wi h [...] hey should be decla ed as he i age (S 10:2016/ 2017); [...] hey a e pa o ou na u al he i age [...] (S 45:2018/ 2019); They a e mo e han a he i age asse [...] hey should be decla ed as a wo ld he i age si e [...] (S 3:2029/ 2020); They a e unique and make [...] he Galician coas unique [...] (S 10:2028/ 2019); Galicia is ull o deposi s [...] pa o ou he i age [...] o ou iden i y [...] o ou his o y [...] i is ou obliga ion o p ese e hem, o ake ca e o hem and o alue hem as hey dese e [...] (S 7:2019/ 2020); They a e an inc edibly impo an pa o ou landscape [...] They con e bo h cul u e and beau y on ou su - oundings. They a e a symbol o ou iden i y which we mus look a e and alue [...] (S 5:2019/ 2020). c) They a e associa ed wi h he imp o emen o hei p o essional aining: They a e an impo an sou ce o in o ma ion which we mus p o ec and s udy [...] (S 10:2018/ 2019); [...] i has con ibu ed o bo h my pe sonal and p o essional aining [...] (S 2:2018/ 2019); Ha ing knowledge o some hing so impo an gi es meaning o he ole o eache s (S 5:2016/ 2017); [...] his should be a undamen al aspec in p i- ma y educa ion [...] (S 5:2028/ 2019); A no poin in all o my educa ion did Ie e hea any hing abou hem. The e o e, Ibelie e ha i is impo an o each wha hey a e in p ima y educa ion…and wha hey hide inside hem (S 54:2019/ 2020); The mo e knowledge we accumula e abou he deposi s, he mo e e e ence poin s we will ha e in o de o p opose signi ican eaching [...] (S 59:2019/ 2020). 2. A new unde s anding o clima e change. a) A di e en app oach o ocusing on geog aphy and his o y is highligh ed: [...] he issue we deal wi h las yea abou he hidden memo y o he Spanish Ci il Wa is ela ed in ha [...] bo h hings a e unknown by he popula ion [...] (S 9:2018/ 2019); [...] a ac o g ea ele ance in he 21s cen u y [...] we a e alking abou ou own su i al on he Ea h [...] (S 8:2016/ 2017); [...] knowing abou he Ea h h oughou ime [...] wha clima ic changes we e like, he a ia ions in he sea [...] (S 45:2019/ 2020); i is impo an no o [...] o ge issues like his [...] o go on main aining he memo y o e e y hing ha is ali e on he plane (S 50:2019/ 2020); [...] i is ex emely impo an o wo k on hese issues [...] on clima e change [...] ou ances o s [...] on Cli s wi h memo y 343 di e en s ages o his o y (S 81:2019/ 2020); [...] i is ela ed wi h geology [...] his o y [...] wha clima e he e was, wha esou ces he e we e [...] (S 43:2018/ 2019). b) P esen ism is abandoned, and clima e change is e lec ed upon paying a - en ion o he pas , he p esen and he u u e: [...] how he landscape changed [...] he na u al p ocesses which ook place [...] and hose which will ake place (S 6:2019/ 2020); [...] ci ilisa ions e ol e o disappea depending upon clima e. Fa ou able clima ic condi ions acili a e he de elopmen o li e and i s p ospe i y [...] ad e se clima ic condi ions o en lead o wa s, con lic s and o he human ca as ophes (S 20:2019/ 2020); [...] on he one hand, i is a na - u al phenomenon [...] and, on he o he , human [...] he impac o which began wi h he Indus ial Re olu ion, accele a ing he na u al p ocess [...] we wo sened he consequences (S 20:2019/ 2020); [...] he clima e a ec s human beings a g ea deal [...] he ise in empe a u es b ough abou d ough s [...] a lack o ood, con lic s [...] cli- ma ic mig a ions [...] in ou days (S 81:2019/ 2020). c) A c i ical and ci ic dimension is assumed when app oaching p oblema ic issues: [...] ou indus ialised socie y is wo ied mo e abou economic p o i s han [...] he ans o ma ion o na u al a eas (S 8:2018/ 2019); [...] we all need o be esponsible, as i is we who a e causing his clima e change (S 14:2019/ 2020); [...] a consume socie y [...] helps o des oy he landscape [...] i is necessa y o aise awa eness and o ans o m his in o habi s (S 37:2019/ 2020); [...] global wa ming is a con empo a y issue [...] we could e lec on wha is happening (S 39:2018/ 2019); [...] ins illing he impo ance o he na u al wo ld [...] he c i ical si ua ion o he abandonmen and mis ea men o he landscape [...] we mus eco e i and seek solu ions…pa icula ly among younge people [...] (S 42:2018/ 2019). 3. The app op ia ion o clima e change o eaching. a) The idea o eaching linked o he su ounding a ea is de ended: [...] eaching hem his o y by way o e e yday i ems which hey possibly do no know abou [...] ou side o he ex books (S 1:2019/ 2020); [...] seeking poin s o e e ence in he local en i onmen (S 6:2016/ 2017); i would be good [...] o isi his o ical places (S 7:2019/ 2020); [...] educa ional excu sions [...] we should be in e es ed in wha we o en ha e a ound us [...] (S 59:2019/ 2020); [...] we unde es ima e ou own esou ces and possibili ies in he su ounding a ea [...] (S 61:2019/ 2020); Iwould o ganise excu sions [...] a close pe spec i e [...] no s udying me ely om a ex book [...] gi ing alue o wha su ounds us [...] (S 12:2018/ 2019). b) The cogni i e and emo ional dimension is app ecia ed in lea ning abou cli- ma e change: [...] along wi h he science and he documen a ion, we can come o lea n many hings abou he pas , such as ou e olu ion o ha o ou plane (S 20:2019/ 2020); Domínguez-Almansa, And és e al.344 The class oom [...] is he s a ing poin o dealing wi h he a ia ions in empe a u e which ha e aken place o e ime [...] human ac i i y is b inging abou an inc ease in he speed o he changes [...] (S 34:2019/ 2020); [...] so ha he pupils can see ha na u e belongs o hem, o make hem eel ha he coas s, he cli s and he seas belong o hem, so ha hey a e “mo ed” when hey see an ecological ca as ophe [...] (S 15:2019/ 2020); [...] in o de o achie e signi ican lea ning, o exci e he pupils so ha hey wan o lea n mo e (S 21:2018/ 2019). c) They a e commi ed o a c i ical model o eaching wi h a social impac : [...] we should encou age ou pupils o eel esponsible o i s ca e and o igh o i [...] (S 5:2018/ 2019); [...] we should be ac i e and c i ical subjec s [...] in o de o ansmi hese hings o he child en in he u u e (S 8:2016/ 2017); [...] we a emp o go u - he by speaking abou ela ed issues, seeking o c ea e a social consciousness in he child en [...] (S 15:2019/ 2020); [...] inc easing awa eness and pa icipa ion among he child en [...] o imp o e he quali y o educa ion (S 13:2016/ 2017); C i ical hinking is an essen ial skill [...] ask o solu ions, mo ing away om he me e ansmission o knowledge (S 11:2019/ 2020). G oup designs 1. A commi men o he disco e y and app ecia ion o he deposi s. a) They a e shown o be a chi es o he memo y o he Ea h: All o he designs (n=25) p esen he edapho- sedimen a y deposi s as disco e y. They ela e he laye s wi h geological and human his o y. [...] a model which will ep esen laye s o sedimen s in di e en colou s [...] (D8:2018/ 2919); [...] hey will be gi en a “puzzle” o a piece o cake [...] hey can see he di e en laye s [...] each laye has a clima ic pe iod w i en on i [...] (D1:2016/ 2017); [...] an u n wi h ma e ials [...] sal , colou ed chalk, s ones o di e en sizes [...] (D11:2018/ 2019). b) Educa ional ac i i ies a e app oached: All o hem do so (n=25). Excu sions a e employed (n=19) in o de o gen- e a e in e es . The pa icipa ion o specialis s is alued (n=8) and collabo a i e esea ch is encou aged (n=6) along wi h compa a i e esea ch wi h publicly ecognised places(n=2). [...] we decided o ake hem o in e p e [...] he Swabian deposi s [...] in o de o lea n om a signi ican place (D10:2018/ 2019); on he excu sion [...] a easu e hun [...] which is he cli i sel , making hem see i s impo ance [...] (D15:2018/ 2019); we will need an expe who can explain [...] (D17:2018/ 2019);[...] a ic i ious esolu ion [...] which says ha all he deposi s in he a ea will be elimina ed [...] eac ion [...] hey should in es iga e” (D17:2018/ 2019); [...] one o he oads which passes nex o a cli is abou o collapse [...] in es iga e [...] (D1:2016/ 2017); The G and Canyon, The Ei el : Please p o ide opening quo a ion ma k. Cli s wi h memo y 351 educa ion in he ini ial aining o p ima y eache s”. In:Delgado Alga a, Emilio J./ Cuenca López, José M.(eds.):Handbook o Resea ch on Ci izenship and He i age Educa ion. IGI Global:He shey PA. 2020, pp.471– 499. E ickson, F ede ik:“Mé odos cuali a i os de in es igación sob e la enseñanza”. 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