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Introduction
Joaquin Ayerbe currently works at the Departamento de Didáctica de las Ciencias Experimentales, University of Granada. Their current project is 'Environmental education development by project based learning. Secondary education implementation'.
Publications
Publications (7)
Well into the 21st century, the environmental crisis is more relevant than ever. To face this challenge, citizens with pro-environmental attitudes and adequate levels of environmental awareness are needed. As future adult citizens, adolescents should be a priority for environmental educators. The objective of the study is to determine the effective...
As a reaction to the current situation of local and global environmental deterioration, recent decades have seen the emergence of multiple educational strategies and methodologies within Environmental Education (EE) with the aim of promoting pro-environmental attitudes among young people. One of these strategies is Problem-Based Learning (PBL), and...
RESUMEN • Existe un consenso generalizado en cuanto a los beneficios pedagógicos que el aprendizaje basado en proyectos (ABP) puede producir entre el alumnado; por ello dicha metodología se presenta como susceptible de ser utilizada como herramienta para generar una mejora de la conciencia ambiental de los estudiantes de Secundaria. La presente exp...
The loss of biological soil crusts represents a challenge for the restoration of disturbed environments, specifically in particular substrates hosting unique lichen communities. However, the recovery of lichen species affected by mining is rarely addressed in restoration projects. Here, we evaluate the translocation of Diploschistes diacapsis, a re...
En este trabajo se aborda una revisión bibliográfica a modo de metanálisis sobre algunas de las iniciativas metodológicas más citadas durante los últimos años como alternativa a la enseñanza tradicional, en concreto: Aprendizaje basado en problemas, Trabajo sobre proyectos, Aprendizaje por indagación y Aprendizaje cooperativo. El procedimiento segu...
El trabajo por proyectos y por resolución de problemas en Educación Ambiental: análisis y tendencias Perales-Palacios, F.J. y Ayerbe, J. Dpto. de Didáctica de las Ciencias Experimentales. Universidad de Granada. fperales@ugr.es RESUMEN En este trabajo se aborda una revisión bibliográfica a modo de metanálisis sobre algunas de las iniciativas metodo...
Questions
Questions (4)
I am trying to evaluate the improving of the environmental awareness level after the implementation of an educational proyect. The sample is 27 pupils that completed an open-ended questionaire before and after the proyect. All the answers were processed and categorizased in 13 different categories obtaining 71 answers in the pretest and 101 answers in the postest. Now I need to compare if there is any statistical diference between the frequencies of every single category before and after the proyect implementation.
The population before and after is the same (n=27) howerver the number of answers aren´t (71 vs 101)
(data atached)
I aplied a open-ended questionaire (five questions) on two independent groups (experimental n=30 and control n=28) before (pretest) and after (posttest) the intervention.
I have the scores of the participants in both groups control and experimental in the pretest and in the posttest (after the treatment in the experimental group). It is a cuasiexperimental design, but I´m not sure which statistic I should use (ANCOVA, ANOVA with change scores....)
It is the first time I try to process the data from a Likert scale so I need a very basic steps in order to get all the data from the scale being processed.
It is a scale about environmental awarness. It has 16 questions with 5 levels of responses. The test has been previously statistically validated. It was aplied twice on a class with 30 students (Pre-Post)
I would like to compare the outcomes obtained between the Pre-test and in the Post-test.
