Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate change
IntroductionTeaching climate change requires teachers to have the educational resources that will facilitate teaching this content and visualize how a global problem has various local implications. In Chile, the capacity for environmental data collection and use at the school level remains limited,...
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1537960/full |
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| author | Sonia Pino César Cofre Humberto Vergara Luis Vergara Jaime Solís-Pinilla Andoni Arenas-Martija Andoni Arenas-Martija Andoni Arenas-Martija Paulina Ampuero Paulina Ampuero Cristian Merino Cristian Merino |
| author_facet | Sonia Pino César Cofre Humberto Vergara Luis Vergara Jaime Solís-Pinilla Andoni Arenas-Martija Andoni Arenas-Martija Andoni Arenas-Martija Paulina Ampuero Paulina Ampuero Cristian Merino Cristian Merino |
| author_sort | Sonia Pino |
| collection | DOAJ |
| description | IntroductionTeaching climate change requires teachers to have the educational resources that will facilitate teaching this content and visualize how a global problem has various local implications. In Chile, the capacity for environmental data collection and use at the school level remains limited, hindering evidence-based and context-aware climate education.MethodsThis study follows a Design-Based Research (DBR) approach and comprises three main phases: (1) the participatory design of an environmental monitoring station based on the needs identified by in-service teachers for teaching climate change; (2) the development and implementation of a professional development course to support teachers in the appropriation of the technological resource; and (3) the analysis of learning experiences designed by teachers who integrated the technology into their pedagogical practices.ResultsTeachers successfully designed active learning experiences that incorporated local environmental data. These experiences promoted the development of scientific skills and 21st-century competencies, contextualized within local territories and cultures, with the potential of opening new spaces for learning beyond the classroom.DiscussionThe integration of the monitoring station transformed teachers’ views of technology, shifting from an instrumental perspective to one linked to key scientific inquiry processes. It also supported the design of active and contextualized learning experiences that promote scientific and 21st-century skills. The relevance and low cost of the resource make it a viable option for scaling, although challenges remain in teacher training related to basic statistics and environmental data management. |
| format | Article |
| id | doaj-art-a6b79cb7b04146cd992561726df4e8cb |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-a6b79cb7b04146cd992561726df4e8cb2025-08-20T03:27:11ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-06-011010.3389/feduc.2025.15379601537960Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate changeSonia Pino0César Cofre1Humberto Vergara2Luis Vergara3Jaime Solís-Pinilla4Andoni Arenas-Martija5Andoni Arenas-Martija6Andoni Arenas-Martija7Paulina Ampuero8Paulina Ampuero9Cristian Merino10Cristian Merino11Center for Research in Educational Technologies (Costadigital), Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileCenter for Research in Educational Technologies (Costadigital), Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileCenter for Research in Educational Technologies (Costadigital), Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileCenter for Research in Educational Technologies (Costadigital), Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileLaboratory Chemistry Education, Institute of Chemistry, Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileCenter for Research in Science Education and STEM (CIDSTEM), Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileLaboratory Geography Education, Institute of Geography, Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileCentro Internacional Cabo de Hornos, Para Estudios de Cambio Global y Conservación Biocultural CHIC ANID/BASAL FB210018, Puerto Williams, ChileCenter for Research in Science Education and STEM (CIDSTEM), Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileLaboratory Geography Education, Institute of Geography, Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileCenter for Research in Science Education and STEM (CIDSTEM), Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileLaboratory Chemistry Education, Institute of Chemistry, Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileIntroductionTeaching climate change requires teachers to have the educational resources that will facilitate teaching this content and visualize how a global problem has various local implications. In Chile, the capacity for environmental data collection and use at the school level remains limited, hindering evidence-based and context-aware climate education.MethodsThis study follows a Design-Based Research (DBR) approach and comprises three main phases: (1) the participatory design of an environmental monitoring station based on the needs identified by in-service teachers for teaching climate change; (2) the development and implementation of a professional development course to support teachers in the appropriation of the technological resource; and (3) the analysis of learning experiences designed by teachers who integrated the technology into their pedagogical practices.ResultsTeachers successfully designed active learning experiences that incorporated local environmental data. These experiences promoted the development of scientific skills and 21st-century competencies, contextualized within local territories and cultures, with the potential of opening new spaces for learning beyond the classroom.DiscussionThe integration of the monitoring station transformed teachers’ views of technology, shifting from an instrumental perspective to one linked to key scientific inquiry processes. It also supported the design of active and contextualized learning experiences that promote scientific and 21st-century skills. The relevance and low cost of the resource make it a viable option for scaling, although challenges remain in teacher training related to basic statistics and environmental data management.https://www.frontiersin.org/articles/10.3389/feduc.2025.1537960/fullclimate change teachingtechno-educational resourcestechnological resources kitIoT technologycontinuous training |
| spellingShingle | Sonia Pino César Cofre Humberto Vergara Luis Vergara Jaime Solís-Pinilla Andoni Arenas-Martija Andoni Arenas-Martija Andoni Arenas-Martija Paulina Ampuero Paulina Ampuero Cristian Merino Cristian Merino Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate change Frontiers in Education climate change teaching techno-educational resources technological resources kit IoT technology continuous training |
| title | Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate change |
| title_full | Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate change |
| title_fullStr | Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate change |
| title_full_unstemmed | Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate change |
| title_short | Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate change |
| title_sort | use and meaning teachers assign to the integration of the mica 3 0 kit for teaching climate change |
| topic | climate change teaching techno-educational resources technological resources kit IoT technology continuous training |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1537960/full |
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