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Autonomy and ICT in environmental education

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Autonomy and ICT in environmental education

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dc.contributor.author Carvalho de Sousa, Alexsandra es_ES
dc.contributor.author Sevilla Pavón, Ana Mercedes es_ES
dc.contributor.author Seiz Ortiz, Rafael es_ES
dc.date.accessioned 2018-04-13T04:13:40Z
dc.date.available 2018-04-13T04:13:40Z
dc.date.issued 2012 es_ES
dc.identifier.issn 1877-0428 es_ES
dc.identifier.uri http://hdl.handle.net/10251/100328
dc.description.abstract [EN] This paper aims at tackling the need for appropriate knowledge when addressing Environmental Education (EE) from an autonomous and critical viewpoint. It also aims at showing the need for the appropriation of ICT with a view to foster the perception of the environmental complexity, as well as the construction of a new kind of environmental knowledge and awareness. These two factors should be capable of modifying the way human beings behave and relate to their environment. Before looking at effective ways to achieve this goal, a suitable praxis should be developed in such a way that a new environmental awareness emerges. This new praxis should in turn help foster the autonomy of both educators and learners by enabling them to discuss and reflect on the possibilities and changes brought about by ICT, given the increasingly important role ICT play in the learning process. The use of ICT is likely to promote changes in attitudes, behaviour and values, as well as in the cognitive and perceptive processes. Therefore, new teaching methods and approaches are required in order to meet the needs and expectations of the new generations so as to achieve mutual understanding; this being an essential aspect of education, given that every learning process is a communicative process, and mutual understanding is key to successful communication. In this context, the different aspects regarding the relationship between EE and different means of communication will be examined so as to point out the need for suitable teaching materials which bear in mind the role of ICT in education. es_ES
dc.language Inglés es_ES
dc.publisher Elsevier es_ES
dc.relation.ispartof Procedia - Social and Behavioral Sciences es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject ICT es_ES
dc.subject Environmental Education es_ES
dc.subject Environmental complexity es_ES
dc.subject Environmental knowledge es_ES
dc.subject.classification FILOLOGIA INGLESA es_ES
dc.title Autonomy and ICT in environmental education es_ES
dc.type Artículo es_ES
dc.type Comunicación en congreso es_ES
dc.identifier.doi 10.1016/j.sbspro.2012.05.299 es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Lingüística Aplicada - Departament de Lingüística Aplicada es_ES
dc.description.accrualMethod S es_ES
dc.relation.conferencename 4th World Conference on Educational Sciences (WCES 2012) es_ES
dc.relation.conferencedate February 02-05,2012 es_ES
dc.relation.conferenceplace Barcelona, Spain es_ES
dc.relation.publisherversion https://doi.org/10.1016/j.sbspro.2012.05.299 es_ES
dc.description.upvformatpinicio 1343 es_ES
dc.description.upvformatpfin 1347 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 46 es_ES
dc.description.issue 1 es_ES
dc.relation.pasarela S\232007 es_ES


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