Urban Itineraries with Smartphones to Promote an Improvement in Environmental Awareness among Secondary School Students
Abstract
:1. Introduction
1.1. Environmental Education and Educational Technology
1.2. An Example of Activity to Promote Learning
- Get to know the most immediate urban environment for students;
- Know the culture, art, history, and the urban natural environment;
- Identify and deepen knowledge of points of interest in the city of Alcoy;
- Learn to find your way around the city, both on foot and by public transport;
- Develop digital competence, both in the use of mobile devices, in augmented reality and geolocation applications, in social networks, etc.;
- Live, socialize, and interact with the citizens of Alcoy;
- Work collaboratively with group members;
- Relate and interact with students of the same age and from other educational centers.
- Identify the trees around them by using an augmented reality application installed on their mobiles;
- Recognize and measure the noise pollution present in the city through the use of a mobile application that allows you to measure the sound decibels that occur in a specific place.
1.3. Objectives
- -
- Check the acceptance of activities to promote environmental awareness in an urban environment among secondary school students.
- -
- Additionally, as specific objectives, it is also sought:
- Check if there are differences between the interests of men and women around activities of an environmental nature;
- Check if this type of activity generates interest and motivation to learn and, more specifically, due to the environmental problems of our cities.
2. Materials and Methods
- Prior to the activity,
- The activity or gymkhana (team competition game in which the participants must overcome a series of tests that can be of ingenuity, ability, physical, or sports along a route),
- After the activity.
2.1. Activity
2.2. Data Collection Instruments
2.3. Participants
3. Results
3.1. Overall Results
3.2. Results According to the Different Variables
3.3. Qualitative Results
- Live outside the classroom with other students (n = 76),
- Learn interesting things about my city (n = 53),
- Learn to use public transport (n = 41),
- Know and identify the trees and plants of my city (n = 32),
- Identify those areas of my city with the highest noise pollution (n = 27).
“What I liked the most was being able to learn in a fun way, outside the center, to identify plants and trees in my city, as well as to measure the levels of noise pollution that we find in the streets.”—ST061
“I really liked the tests, especially those in which we had to use mobile applications to identify trees and measure the noise of cars and motorcycles.”—ST124
4. Discussion
5. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Appendix B
Appendix C
- Your center: * (Mark only one).
- La Salle
- Esclaves SCJ Alcoi
- IES Andreu Sempere
- IES Pare Vitoria
- C. Sant Vicent de Paul
- C. Santa Ana
- IES Cotes Baixes
- IES Serra Mariola—Muro d’Alcoi
- IES Prof. Manuel Broseta—Bañeres de Mariola
- Gender: * (Mark only one).
- woman
- man
- not binary
- Age: *
- 4.
- Rate the activity: ALCada22 (from 1: I didn’t like it at all, to 5: I liked it/ liked very much) *
- 1
- 2
- 3
- 4
- 5
- 5.
- To what extent would you say that your level of awareness and concern about the environmental problems we suffer has improved? (from 1: not at all or very little to 5: a lot or a lot)*.
- 1
- 2
- 3
- 4
- 5
- 6.
- Mark only one oval per row.
Test 1 2 3 4 5 6 F01 registration of pollution acoustic with Sound meter F02 identify trees/plants with PlantNet F03 bookface V01 popular dance of Moros and Cristianos V02 video interview to one citizen of how it was the school before V03 reciting verses in Valencian - 7.
- Evaluate ALCada22 in words and in a global way *.
- 8.
- What did you like least? (Expose which thing(s) you would change about to upcoming editions of the activity) *.
- 9.
- Say what you liked mst about the activity (Do you think it generates interest and motivation to learn? Improves learning? Educates in the environment? Develops your digital skills? Improves group work? etc.) *.
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Test | |
---|---|
F01 | Take a screenshot with the highest record you get with the app: Sound meter at the point of interest you had to visit. Upload it as an image to Instagram and write in the comment the exact geolocation of the photo, putting the name of the place with the noise pollution record obtained. (Examples of this test can be seen in the Appendix A). |
F02 | Take a group photo with a nearby plant and upload it to Instagram, writing the common and scientific name of the species, using the app: PlantNet that allows you to identify trees, plants, or shrubs present at a point close to the point of interest that you had to visit (optional label: #ciutatverda). (Examples of this test can be seen in the Appendix B). |
F03 | Take a BookFace photo (You must take a photo integrating a book, body, and environment and upload it to Instagram). Try to be original. (optional tag: #BookFace) |
V01 | Do a dance, choreography, dance of Moros and Cristianos, etc. With or without costumes, with or without music. Make use of your imagination. |
V02 | Do a short video-interview with someone who passes by the point of interest you are visiting in which you ask that person: what was school like when they were a student? |
V03 | Make a video in which you are reciting verses in Valencian, by a well-known author or created by you. |
Center | Activity | |
---|---|---|
Students | Teachers | |
C01 | 35 | 3 |
C02 | 52 | 5 |
C03 | 35 | 3 |
C04 | 45 | 3 |
C05 | 23 | 1 |
C06 | 32 | 2 |
C07 | 30 | 2 |
C08 | 35 | 3 |
C09 | 24 | 2 |
Total | 311 | 24 |
Center | Activity | Questionnaire | Percentage of Participation in the Evaluation Questionnaire | ||
---|---|---|---|---|---|
Frequency | Percentage | Frequency | Percentage | ||
C01 | 35 | 11.3 | 17 | 8.0 | 48.6 |
C02 | 52 | 16.7 | 45 | 21.0 | 86.5 |
C03 | 35 | 11.3 | 27 | 12.6 | 77.1 |
C04 | 45 | 14.4 | 40 | 18.7 | 88.9 |
C05 | 23 | 7.4 | 16 | 7.5 | 69.5 |
C06 | 32 | 10.3 | 26 | 12.1 | 81.2 |
C07 | 30 | 9.6 | 10 | 4.7 | 33.3 |
C08 | 35 | 11.3 | 9 | 4.2 | 25.7 |
C09 | 24 | 7.7 | 24 | 11.2 | 100 |
Total | 311 | 100 | 214 | 100 | 68.8 |
F01 | F02 | F03 | V01 | V02 | V03 | |
---|---|---|---|---|---|---|
Average | 3.12 | 3.06 | 3.25 | 3.26 | 3.12 | 2.78 |
Standard deviation | 1.271 | 1.297 | 1.256 | 1.258 | 1.286 | 1.266 |
Variance | 1.615 | 1.682 | 1.577 | 1.582 | 1.653 | 1.602 |
Activity | F01 | F02 | F03 | V01 | V02 | V03 | |
---|---|---|---|---|---|---|---|
Men | 3.39 | 3.35 | 3.33 | 3.25 | 3.10 | 3.00 | 2.87 |
Women | 3.43 | 2.98 | 2.91 | 3.35 | 3.48 | 3.34 | 2.77 |
Non-binary | 1.75 | 2.13 | 1.88 | 1.88 | 2.00 | 1.50 | 1.63 |
Global | 3.35 | 3.12 | 3.06 | 3.25 | 3.26 | 3.12 | 2.78 |
Years | Activity | F01 | F02 | F03 | V01 | V02 | V03 |
---|---|---|---|---|---|---|---|
14 | 3.70 | 3.27 | 3.32 | 3.54 | 3.68 | 3.59 | 3.00 |
15 | 3.51 | 3.44 | 3.44 | 3.60 | 3.35 | 3.20 | 2.82 |
16 | 2.99 | 2.70 | 2.60 | 2.76 | 2.88 | 2.75 | 2.48 |
17 | 3.19 | 2.81 | 2.48 | 2.81 | 3.33 | 3.10 | 3.14 |
Global | 3.35 | 3.12 | 3.06 | 3.25 | 3.26 | 3.12 | 2.78 |
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Álvarez-Herrero, J.-F. Urban Itineraries with Smartphones to Promote an Improvement in Environmental Awareness among Secondary School Students. Int. J. Environ. Res. Public Health 2023, 20, 2009. https://doi.org/10.3390/ijerph20032009
Álvarez-Herrero J-F. Urban Itineraries with Smartphones to Promote an Improvement in Environmental Awareness among Secondary School Students. International Journal of Environmental Research and Public Health. 2023; 20(3):2009. https://doi.org/10.3390/ijerph20032009
Chicago/Turabian StyleÁlvarez-Herrero, Juan-Francisco. 2023. "Urban Itineraries with Smartphones to Promote an Improvement in Environmental Awareness among Secondary School Students" International Journal of Environmental Research and Public Health 20, no. 3: 2009. https://doi.org/10.3390/ijerph20032009
APA StyleÁlvarez-Herrero, J.-F. (2023). Urban Itineraries with Smartphones to Promote an Improvement in Environmental Awareness among Secondary School Students. International Journal of Environmental Research and Public Health, 20(3), 2009. https://doi.org/10.3390/ijerph20032009