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
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