In e na ional Elec onic Jou nal o En i onmen al Educa ion
Vol.11, Issue 1, 2020, 79-90
RESEARCH ARTICLE
ISSN: 2146-0329
*E-mail: [email p o ec ed]
Thea e as a Teaching Resou ce o Wo k on
Socio-en i onmen al P oblems in P ima y
Educa ion
Olga Mo eno-Fe nández*
Uni e si y o Se ille, Se ille, SPAIN
In oduc ion
The hea e as a didac ic esou ce in he educa ional ield has a g ea pedagogical
alue (Cu illas-Sánchez, 2006). Unlike in o he Eu opean and La in Ame ican
coun ies, in Spain i has no had a g ea p o agonis (Baldwin, 2014; De Diego, 2004).
Howe e , in ecen yea s in Spain he e a e a ious expe iences ha a e aking place
in educa ional class ooms whe e he hea e is used as a eaching and lea ning ool,
highligh ing i s use ulness o p omo e he eaching-lea ning p ocesses. The e o e, and
based on he esea ch conduc ed, we can a i m ha he bene i s o his esou ce a
he educa ional le el a e ela ed o educa ional implica ions e e ing o bo h
compe encies and skills, as well as o he eaching-lea ning p ocesses ( able 1).
Table 1.
Educa ional implica ions o hea e in he class oom
P o ocol
Re e ing o
Educa ional in ol emen
Au ho s
Compe encies
Imp o es language skills
Blanco-Ma ínez and González-
Sanmamed, 2016; Cu illas-
Sánchez, 2015; E dogan, 2013;
Mages, 2018; Padilla-Buele and
Iñiguez-O dóñez, 2017; Podlozny,
2000
Imp o es social and ci ic
compe ence
Cu illas-Sánchez, 2015; Padilla-
Buele and Iñiguez-O dóñez 2017
Imp o es compe ence in
cul u al awa eness and
Muszyńska, U pí y Gałązka, 2017
Abs ac
The hea e as a didac ic esou ce in he educa ional ield has a g ea pedagogical alue. In ecen yea s
se e al educa ional expe iences ha e been ca ied ou in he class ooms whe e hea e has been used as
a eaching-lea ning ool. An educa ional ool wi h g ea po en ial om which o wo k in he class oom on
socio-en i onmen al p oblems. The objec i e o his a icle is o make an app oach o how p ima y
educa ion eache s unde s and ha hea e a ou s he ea men o socio-en i onmen al p oblems in he
class oom in a mo i a ing and p ac ical way. Semi-s uc u ed in e iews ha e been ca ied ou wi h
eache s who ha e al eady used hea e in hei class ooms. The esul s ha e been s uc u ed on he
basis o h ee ca ego ies: mo i a ion and alues, con ex and subjec s, and di icul ies. The po en ial o
hea e in p ima y school is highligh ed, wi h ime and he numbe o s uden s in he g oups being he main
di icul ies in inco po a ing hem in o he class oom.
Keywo ds:
Thea e educa ion, didac ic esou ce, socio-en i onmen al p oblems, eache s, p ima y
educa ion.
Thea e as a Teaching Resou ce o Wo k on Socio-en i onmen al P oblems in P ima y Educa ion
80
exp ession
Skills
Encou ages c ea i i y
Blanco-Ma ínez and González-
Sanmamed, 2016; Cu illas-
Sánchez, 2015; E dogan, 2013;
Muszyńska, U pí and Gałązka,
2017
Teaching-
lea ning p ocess
Concep acquisi ion
S agg and Ve de, 2019; Uzunöz
and Demi han, 2017
De elops coope a ion
be ween s uden s
Padilla-Buele and Iñiguez-
O dóñez, 2017
Gene a es pa icipa ion
among s uden s
Bowell and Heap, 2005; Tzibazi,
2014
Imp o es you commi men
and abili y o sol e
p oblems
Law, Lam, Law and Tam, 2016
Sou ce: Adap a ion o Nie o (2018)
The de elopmen o some compe ences and abili ies ha pu in o play some eaching-
lea ning p ocesses in which i is necessa y ha he s uden s ake an ac i e pa in he
hea ical ac i i ies o be ca ied ou . These ac i i ies canno be limi ed o he eading o
hea ical ex s, bu mus p omo e ha s uden s a e pa o he show o be pe o med
(Rod íguez, 2008). The s uden s ops being a eade and becomes an ac o . I is by
being an ac o ha he ea men o socio-en i onmen al p oblems in he class oom
becomes ele an , since hey need o wo k a ound he ac ion. The hea e as a
eaching esou ce is no limi ed o o e ing hea e classes o s uden s, bu goes
beyond, ying o in ol e s uden s o ge o build a play om he de ec ion o socio-
en i onmen al p oblems in o de o p opose solu ions. In his sense, bo h Nussbaum
(2015) and Spolin (1990) show he in e ela ionship be ween hea e and educa ion. An
in e ela ion ha occu s h ough play, imp o isa ion and scenic language, as na u al
o ms o exp ession, a ou ing a i udes owa ds he p oblems o ou wo ld. Since
‘ hinking abou en i onmen al educa ion, linked o he hea e, is o emphasize he ole
o s uden s in he pe spec i e o unde s anding, app ehending and in e ac ing wi h he
en i onmen in he mos heal hy and a e nal way possible’ (Boe and Bi encou ,
2017, p. 3162).
The e o e, o wo k on socio-en i onmen al issues in he class oom i is necessa y o
use an app op ia e me hodology ha inco po a es ac i e lea ning me hods ha
p omo e he de elopmen o social skills. S a egies mus be pu in place ha a ou
communica i e compe ence, he de elopmen o c i ical hinking, and esponsibili y in
decision making. All his om an in e disciplina y and ac ion-o ien ed app oach.
Because wi hou a doub en i onmen al educa ion has as one o i s undamen al aims
o ain a c i ical, commi ed and ac ion-o ien ed ci izenship. Thea e o En i onmen al
Educa ion consis s o d ama iza ion as a means o lea ning knowledge, p ocedu es,
a i udes and alues ela ed o he en i onmen . A ype o hea e wi h g ea po en ial a
an educa ional le el. Because hea e is a key elemen in aising en i onmen al
awa eness. A hea e ha is e y ocused on wo king so ha he a ge audience
knows abou ou wo ld and he p oblems ha a ec i . Also ela ed o basic issues
closely linked o e e yday li e such as ecycling, ene gy consump ion o wa e as a
limi ed esou ce. And wi hou a doub , ocused on aising awa eness o he
en i onmen . Despi e he inc ease in esea ch being ca ied ou on hea e as a
eaching esou ce, much o i is ocused on he Seconda y Educa ion s age, wi h li le
ela ed o he In an and P ima y Educa ion s ages (Gil-Ba olomé, 2018; Je ez, 2004,
2005), and he e o e esea ch is needed o add ess hese educa ional s ages. This
esea ch ca ies ou an app oach o how p ima y educa ion eache s unde s and ha
Mo eno-Fe nández
81
hea e a ou s he ea men o socio-en i onmen al p oblems in he class oom in a
mo i a ing and p ac ical way.
Me hodology
The esea ch has been based on a quali a i e me hodology, ca ying ou a desc ip i e-
in e p e a i e case s udy (S ake, 2007). The speci ic objec i es o he esea ch a e:
- To know he easons ha ha e led hem o use hea e as a didac ic ool o
wo k on socio-en i onmen al p oblems in he p ima y class ooms and he
alues ha a e a ou ed.
- To know he socio-en i onmen al p oblems ha hey ha e ackled h ough
hea e and in which subjec s i is ca ied ou .
- To desc ibe he di icul ies in ol ed in using his ype o eaching esou ces in
he class oom.
Pa icipan s
The p esen in es iga ion was ca ied ou in he Au onomous Communi y o Andalusia,
in he p o ince o Se ille. Nine p ima y school eache s om ou di e en schools
pa icipa ed. 55.5% (n=5) we e women, while 44.5% (n=4) we e men. The a e age age
o he pa icipan s was 43.5 yea s and he yea s o expe ience as eache s we e 6.5
yea s. Pa icipan s we e selec ed by pu pose ul sampling o con enience. I was
alued ha he eache s had some expe ience ela ed o he use o hea e as an
educa ional esou ce o wo k on issues ela ed o socio-en i onmen al p oblems in ou
wo ld. I was also alued ha hey would like o pa icipa e in his s udy. Selec ing
eache s who ha e al eady wo ked wi h hea e as a eaching esou ce o wo k on
socio-en i onmen al p oblems in he p ima y class oom o e s he possibili y o
unde s anding why some eache s choose o inco po a e al e na i e eaching
esou ces despi e he di icul ies in ol ed.
Ins umen
The echnique used o collec in o ma ion was he semi-s uc u ed and in-dep h
in e iew. I was decided o use he in e iew because o i s use ulness in
unde s anding he phenomena om he pe spec i e o he pa icipan s (Denzin and
Lincoln, 2011; King, Ho ocks and B ooks, 2010). An open-ended sc ip o ques ions
was de eloped o guide he esea ch and allow pa icipan s o openly exp ess hei
own concep ions while ensu ing he comp ehensi eness o he esponses. The
in e iew sc ip was di ided in o wo blocks, a i s block whe e he iden i ica ion da a
was eques ed (age, yea s o eaching expe ience, a is ic aining wi h espec o
issues ela ed o he hea e...) and a second block o ien ed o he speci ic ques ions o
he in e iews (Wha alue do you conside hea e as a didac ic esou ce in P ima y
Educa ion o wo k on socio-en i onmen al p oblems? Wha alues do you hink a e
a ou ed wi h his ype o didac ic esou ce among he s uden s? Wha di icul y do you
ind in he de elopmen o ac i i ies ela ed o hea e in gene al, and ocused on he
ea men o socio-en i onmen al p oblems in pa icula ? The appoin men s o he
in e iews we e made pe sonally be ween he esea che and he selec ed
pa icipan s. They we e ca ied ou in a neu al space, a om he educa ional cen es
and he uni e si y, and las ed be ween 45 and 60 minu es app oxima ely. They we e
eco ded on audio o subsequen ansc ip ion wi h he p io consen o he
pa icipan s.
Thea e as a Teaching Resou ce o Wo k on Socio-en i onmen al P oblems in P ima y Educa ion
82
The con en analysis was ca ied ou in se e al phases ollowing he p emises o
Co bin and S auss (2008). Fi s , he in e iews we e ansc ibed, om which se e al
eadings we e aken, and he agmen s ela ed o he s udy ca ego ies we e coded
( able 2).
Table 2.
Ca ego ies sys em
Ca ego ies
Code
Mo i a ion and alues
MOTVA
Con ex and subjec s
CONMAT
Di icul ies
DIFIC
Finally, he esul s ob ained we e desc ibed and in e p e ed. Da a p ocessing was
ca ied ou wi h he quali a i e analysis so wa e A las. i ( . 8.4.24).
Resul s
The esul s p esen ed in his sec ion a e o a desc ip i e na u e and y o summa ize
he concep ions o he eache s pa icipa ing in his s udy on he use ulness o hea e
as a didac ic esou ce o add ess socio-en i onmen al issues in he class oom, he
di icul ies hey encoun e and he mo i a ion o he use o his ype o esou ce. Fo i s
p esen a ion, illus a i e agmen s ex ac ed om he in e iews conduc ed wi h an
anonymous code ha associa es i wi h he pa icipan om whom i is ex ac ed a e
used (example: P8 e e s o an ex ac o he pa icipan p e iously iden i ied wi h
in e iew code numbe 8). The in o ma ion we p esen is o ganized a ound 3
ca ego ies which in u n a e ela ed o he speci ic objec i es o he esea ch:
mo i a ion, con ex ualiza ion and di icul ies. In he i s ca ego y, ‘Mo i a ion and
alues’, we will look a eache s' concep ion o he hea e expe ience, paying special
a en ion o he mo i a ions ha ha e led hem o use his eaching esou ce. In he
second ca ego y o dimension, which has been called ‘Con ex ualiza ion’, we will
ga he he opinions o eache s abou he possibili ies ha hea e b ings o wo k on
socio-en i onmen al p oblems, in which subjec s om he P ima y s age hey ha e
deal wi h i and which alues hey conside a e a ou ed h ough his ype o
educa ional p ac ice. Finally, in he hi d ca ego y, ‘Di icul ies’, we will look a he
di icul ies ha eache s encoun e when using hea e in he class oom.
Ca ego y 1: Mo i a ion and alues
O he pa icipan s in e iewed only wo ha e had speci ic aining in wo king wi h
hea e in he class oom, speci ically poin ing o cou ses o e ed by he Teache s'
Cen es. The emaining se en pa icipan s say hey ha e no speci ic aining, bu
decla e hemsel es o be g ea lo e s o hea e and o a end ac i i ies o
pe o mances egula ly. In his sense, om he answe s ob ained, he e seems o be a
pe sonal link be ween he hea e and he pa icipa ing subjec s ha may be one o he
easons o using his esou ce in he class oom.
In gene al, he eache s poin ou ha he hea e is a e y use ul educa ional ool o
wo k wi h in he P ima y s age since i a ou s play, which is an inhe en cha ac e is ic
in he ages ha comp ise his s age, in his way uni s o in o ma ion a e ex ac ed such
as:
P3: ‘...wo king wi h hea e in he class oom helps s uden s no only o lea n bu
also o play, which makes i a mo e han in e es ing esou ce. Mo eo e , hea e
makes i possible o hem o be any cha ac e , a any his o ical momen , which
Mo eno-Fe nández
83
also makes imagina ion come in o play, so much so ha some imes we ge so
caugh up in he con en s ha we ha e o wo k on hem ha we o ge how
impo an imagina ion and play a e’.
P7: ‘...I pe sonally ag ee ha hea e as an educa ional ool o wo k on a he
p ima y educa ion s age is ideal since, among o he hings, i encou ages
s uden s o play h ough d ama iza ion. Play is e y impo an a hese ages and
in many cases, hey lea n h ough play’.
The eache s poin ou ha wo king wi h his educa ional esou ce makes he classes
mo e dynamic, a ou ing in e ac ion be ween he s uden s and he socialisa ion o he
g oup. Fu he mo e, i p omo es eamwo k, imagina ion and wo k ela ed o emo ional
educa ion which is so ele an oday. Fu he mo e, i is clea ha wo king on socio-
en i onmen al p oblems also equi es pu ing emo ional educa ion on he s age, since
eache s unde s and ha i is in ima ely ela ed, as is ex ac ed om he ollowing
in o ma ion uni s:
P1: ‘...one o he easons I hough ha hea e was ideal o wo king wi h my
s uden s is because i encou ages he de elopmen o emo ional educa ion, and I
don' know i you' e e e hough abou i , bu ou ela ionship wi h he
en i onmen is e y emo ionally cha ged, so o wo k on social o en i onmen al
p oblems in he class oom is g ea ’.
P2: ‘... he u h is ha i has been e y good o me so ha he g oup can
socialize and no c ea e subg oups ha some imes don' gene a e a good
a mosphe e. Wi h he hea e we all wo k wi h e e yone because e e yone has
an impo an ole o play’.
P6: ‘...i also makes he s uden s who in e ene less in class due o shyness, ea
o shame g adually o ce hemsel es o expose hemsel es o hei classma es,
and I hink his also makes i a good ool o b eaking down hose kinds o
ba ie s’.
The e a e se e al eache s who poin ou ha he impo an hing abou wo king wi h
hea e in he class oom is no he end, bu he lea ning p ocess ha he s uden s li e
h ough he expe ience, as P8 poin s ou : ‘ he lea ning p ocess is e y impo an , in he
end wha coun s is he p ocess ha has been ollowed om he beginning un il he end
o he d ama iza ion. I is no he inal esul ha is impo an o me as a eache ’.
Ca ego y 2: Con ex and subjec s
The eache s say ha hey ha e used he hea e o wo k mainly on socio-
en i onmen al issues close o he s uden s. The eache s say hey ha e wo ked on
issues ela ed o cul u al di e ences, immig a ion, amily di e si y, he loss o
biodi e si y in u ban a eas, he impo ance o aluing wa e as a ini e esou ce,
espec o he en i onmen , ecosys ems and he impo ance o ecycling.
P1: ‘...well I ha e wo ked wi h hem on he en i onmen al aspec which is e y
impo an oday and hings ela ed o ecycling as we a e an Eco-School and o
us i is e y impo an ha hey acqui e hese alues in hei day o day. I would
ha e liked o wo k on o he subjec s such as Clima e Change, aking ad an age
o he mo emen s ha ha e aken place in ecen yea s, bu I ha e no known
how o deal wi h i in he class I ha e...i is a second... (i e e s o a second o
P ima y Educa ion in which he s uden s a e be ween 7 and 8 yea s old), hey
a e small...I don' know, maybe i is also a p oblem o aining o ocus...’.

Thea e as a Teaching Resou ce o Wo k on Socio-en i onmen al P oblems in P ima y Educa ion
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P3: ‘Las yea I wo ked on he issue o immig a ion wi h hose in he six h o m
who a e olde and he e is a lo ha can be done wi h hem as well as wo king on
mo e con o e sial issues. This yea I ha e a i h and I would ha e liked o wo k
on he issue o cul u al di e si y, bu wi h e e y hing ha has happened wi h he
co ona i us i has no been possible. Look, pe haps he subjec o wha we a e
expe iencing is an in e es ing one o wo k on wi h he hea e i he nex cou se is
gi en no mally’.
Wi h ega d o he subjec s o subjec s whe e hey ha e wo ked wi h he hea e, all he
eache s in e iewed ag ee ha any subjec is good o inco po a ing his ype o
eaching ool bu ha hey mainly see i as a e y aluable esou ce o be used in
Spanish Language, Fo eign Language (English), Na u al Sciences, Social Sciences
and Educa ion o Ci izenship. In e ms o he subjec s in which hey ha e used i , hey
poin ou Na u al Sciences and Social Sciences. Se e al eache s poin ou ha hey
do no make a speci ic dis inc ion be ween hese wo subjec s since un il he app o al
o he O ganic Law 8/2013, o 9 Decembe , o he imp o emen o educa ional quali y
(LOMCE), hey we e augh join ly wi hin he subjec Knowledge o he Na u al, Social
and Cul u al En i onmen .
P1: ‘...mainly in Na u al Sciences, al hough I ha e done some small hings in
Social Sciences, I s ill ea hem as a single subjec , e en hough I am now
di ided, o me, he wo subjec s a e e y ela ed’.
P6: ‘...I hink i can be used in any subjec o he s age. Fo now, I ha e only used
i in Na u al Sciences o wo k on he subjec o ecosys ems, bu I don' ule ou
using i in o he subjec s la e on’.
P7: ‘...I like i e y much o wo k on he subjec o language and I ha e done a
ew mo e hings ela ed o hea e ex s and au ho s, bu I ha e also wo ked in
Social Sciences on he subjec o he loss o biodi e si y, as in u ban a eas due
o he sca ci y o g een a eas he e has been a loss in ecen yea s, abo e all o
insec s and bi ds ha a e necessa y o li e...ha en' you hea d he subjec o he
spa ows disappea ing in u ban cen es?’
Ca ego y 3: Di icul ies
As o he di icul ies ha he eache s o he P ima y s age indica e hey ha e in
wo king wi h he hea e as a eaching esou ce, se e al issues a e highligh ed, among
which a e: ime, inding wo ks adap ed o P ima y ha ha e o do wi h socio-
en i onmen al con en , he willingness o some s uden s o pa icipa e, o he numbe
o s uden s in he class g oup.
Wi h ega d o ime, he eache s poin ou ha his ype o ac i i y equi es ime o be
able o wo k on he selec ed subjec in a ou able condi ions, which is some imes
con a y o he school calenda and he equi emen s ha a e eques ed o hem.
P2: ‘... o me one o he bigges di icul ies is ime, his ype o ac i i y, in o de o
go well and achie e he objec i es ha a e se , needs ime o be able o wo k
wi h he s uden s in condi ions’.
P5: ‘ ime. Some imes i is di icul o i his ype o ac i i y in o he p og amming
bu i is always possible o do so i you a e in e es ed’.
P4: ‘...when we ha e al eady decided on he subjec we a e going o wo k on and
I ha e al eady looked o and ound a sc ip o s a wi h, I like o ead he sc ip in
class slowly wi h he child en, cla i ying any doub s ha may a ise, eaching
ag eemen s o dis ibu e he ole ha each o hem is going o assume...I don'
Mo eno-Fe nández
85
know...a lo o hings ha equi e ime. I 's e y di icul because we always lack
ime o e e y hing (he laughs)’.
Ano he o he issues poin ed ou is ha he e a e no enough adap ed plays o wo k on
in p ima y school, which makes i di icul o use hea e as a esou ce in he class oom
since, in a ce ain way; he eache has o ake on he ask o p epa ing a sc ip om
which o wo k.
P1: ‘...I eally don' know why he e a e no collec ions o p ima y school plays ha
I can use as a eache . Wha I do is ha he e is an au ho ha I like e y much,
he name is Jen G een, g een in English, and al hough hey a e qui e basic, hey
se e as a e e ence o me o make my own ilms. She has a lo o hings, abou
sa ing wa e , sa ing ene gy, p o ec ing na u e, ecycling..., come on, wha I'm
saying, a lo o en i onmen al issues ha a e e y good o us and ha Eco-
school is amilia wi h’.
P3: ‘I end up making my own sc ip s o wo k on in class. I make mic o-s o ies o
abou 5 minu es each. I sepa a e he class in o g oups o 4 o 5 s uden s and
each small g oup pe o ms one o he s o ies I ha e p epa ed o hem. Tha 's
how we wo k. The u h is ha we need mo e esou ces p epa ed o he
eache s as his akes up a lo o ime and no e e yone is willing o do i ’.
P5: ‘...ano he di icul y is o ind hea e pieces adap ed o p ima y school, o me
hey ha e o ha e a se ies o equi emen s, hey ha e o be b ie , because o he
ime I was alking abou be o e and be w i en in simple language o child en. In
he end wha I do is make my own sc ip s, al hough he e a e imes when I don'
know i I do i well’.
P9: ‘...I miss esou ces al eady p epa ed o wo k wi h in class. I don' know i
he e a e any, I' e looked some imes and I ha en' ound any hing, bu I'm elling
you, he e a e s ill some and I ha en' ound hem’.
Finally, among he di icul ies ha a e some imes encoun e ed a e he willingness o
some s uden s o pa icipa e o he numbe o s uden s in he class g oup.
P4: ‘Ano he di icul y is ha he e a e s uden s who some imes ind i mo e
di icul o pa icipa e, which is why we men ioned i ea lie , because hey a e
emba assed, shy, bu hese a e hings ha ha e o be wo ked on and changed’.
P6: ‘The numbe o s uden s we ha e in class is one o he di icul ies I hink we
ha e in schools o wo k wi h hea e- ype ools’.
P9: ‘...I ha e 23 s uden s in he class and some imes i is di icul o do his ype
o ac i i y wi h such a la ge numbe , bu we manage as bes we can, I always y
o ge e e yone o pa icipa e, e en i i means c ea ing g oups o make-up,
cos umes, p ops...’
Conclusions
In acco dance wi h he objec i es o mula ed, as well as he esul s ob ained, we can
a i m ha hea e is a didac ic esou ce wi h g ea po en ial o wo king on socio-
en i onmen al p oblems in p ima y educa ion class ooms. Howe e , aining con inues
o be one o he sho comings obse ed (Jensen, 2012; Wins on, 2003). Al hough he
pa icipa ing eache s ha e no poin ed ou aining as one o he di icul ies hey
encoun e , i was eco ded ha only wo people om he g oup in e iewed had
unde gone any kind o aining, so i is impo an o o e cou ses on hea e as a
eaching ool om he Teache T aining Cen es (Ga cía-Lo enzo, 2000; Mages, 2020;
Sappa and Ba abasch, 2020). A didac ic ool h ough which he impo ance o he
Thea e as a Teaching Resou ce o Wo k on Socio-en i onmen al P oblems in P ima y Educa ion
86
eaching-lea ning p ocesses is highligh ed, no only he inal esul . This app oach
which pu s he ocus on he p ocess and no on he inal p oduc (Göksel, 2019). is
ela ed o he me hodology D ama in Educa ion (DiE).
And i is ha his didac ic esou ce a ou s he dynamiza ion o he classes, he
imagina ion, he in e ac ion be ween he s uden s, he socializa ion o he g oup, and
p omo es he eamwo k. I also shows he impo ance o wo king on emo ional
educa ion, so ele an oday. Fu he mo e, i is shown ha wo king on socio-
en i onmen al p oblems also equi es pu ing emo ional educa ion on he s age. As
Maye (1998, p. 219) poin s ou , ‘beha iou is guided much mo e by ou emo ions and
alues han by knowledge and, he e o e, i is necessa y no only o o e in o ma ion
bu also o p opose expe iences ha econs uc he connec ion be ween man and he
en i onmen ha we a e ying o p ese e’. An expe ience ha can be p o ided
h ough hea e. The e a e al eady s udies in he ield o P ima y Educa ion whe e
hea e is used o wo k on scien i ic con en o ele an socio-en i onmen al issues ha
highligh he impo ance o he emo ional componen in ol ed in b inging eali y close
h ough hea e (Lanza, C escimbene, La Longa and D'Addezio, 2014; Spoone ,
Jensen, T acey and Ma shall, 2019; S agg and Ve de, 2019).
These a e socio-en i onmen al p oblems ha a e app oached om he close con ex o
he s uden s, and as Ga cía-Gómez and Mo eno-Fe nández (2015, p. 93) poin ou , ‘i
is based on he idea o c ea ing an in eg a ed ision o he wo ld's p oblems, in local-
global in e ac ion’, his pe spec i e being, we belie e, necessa y o ackle socio-
en i onmen al p oblems.
As a as he di icul ies a e conce ned, se e al issues a e highligh ed, such as he ime
a ailable, inding wo ks adap ed o p ima y school ha ha e o do wi h socio-
en i onmen al con en s, he willingness o some pupils o pa icipa e due o causes
such as shyness o shame, o he numbe o pupils in he class g oup ha is usually in
a a io o 25 child en pe class. Among he di icul ies, he mos no able is he lack o
wo ks adap ed o wo k on speci ic socio-en i onmen al p oblems a he p ima y s age,
and i is necessa y o c ea e a eposi o y o his ype o esou ce.
We can conclude ha eache s unde s and he po en ial o hea e as a didac ic
esou ce o wo k on socio-en i onmen al p oblems in he class oom. Howe e , hey
s ill lack aining and esou ces. Al hough hey a e lea ning o wo k wi h his didac ic
ool in he class oom, he e a e s ill many challenges hey ace (Chou 2007; Sæbø,
2009; To, Chan, Lam and Tsang, 2011). Al hough ou s udy has a limi ed sample, i
would be in e es ing o expand i and con inue o deepen aspec s ela ed o hea e in
he class oom.
No es
[1] This wo k is pa o he eaching inno a ion p ojec ‘Thea e o he opp essed and
design hinking: acquisi ion o me hodological s a egies o wo k wi h highly ulne able
g oups’ (academic yea 2019/2020), coo dina ed om he Uni e si y o Huel a by
Assis an p o esso Camen Mª A anzazu Cejudo-Co és, wi h a budge o 1000 eu os
and whe e he au ho is pa o he eaching and esea ch eam.
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