Educ. Sci. 2019, 9(1), 53; https://doi.org/10.3390/educsci9010053
Learning Ecological Concepts in Secondary Schools of the Northeast of Spain
Meritxell Notari Llorens 1
, Francisco Pardo Fabregat 2, Africa Martinez-Poveda 3,* and Manuel Jordan Vidal 4
, Francisco Pardo Fabregat 2, Africa Martinez-Poveda 3,* and Manuel Jordan Vidal 4
1
Department of Social and Human Sciences, Miguel Hernández University of Elche, Avda. de la Universidad s/n, 03202 Elche Alicante, Spain
2
Department of Education Sciences, CEU Cardenal Herrera University, Calle Grecia 31, 12006 Castellón, Spain
3
Department of Agro-Environmental Economics, Cartography Engineering and Graphic Expression in Engineering, Miguel Hernandez University of Elche, Avda. de la Universidad s/n, 03202 Elche Alicante, Spain
4
Department of Agrochemistry and Environment, Miguel Hernández University of Elche, Avda. de la Universidad s/n, 03202 Elche Alicante, Spain
*
Author to whom correspondence should be addressed.
Received: 7 January 2019 / Revised: 27 February 2019 / Accepted: 1 March 2019 / Published: 11 March 2019
Abstract
Ecological concepts are not a recent matter; international organizations have already increased their efforts to provide better environmental education and ecological consciousness, although despite these efforts, a lack of attitudes and concepts were detected in the northeast of Spain. We evaluated the acquisition of concepts related to environmental education in the students as proposed by current legislation, as well as their relation to different parameters, such as geographical location, type of school, and gender. The result suggests that the students achieve a meaningful learning of the concepts proposed by legislation and that acquisition of this knowledge is related to gender and geographical location, but not to the type of secondary school. View Full-Text
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Notari Llorens, M.; Pardo Fabregat, F.; Martinez-Poveda, A.; Jordan Vidal, M. Learning Ecological Concepts in Secondary Schools of the Northeast of Spain. Educ. Sci. 2019, 9, 53.
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