Anàlisi dels estils de vida ambientals d'alumnat d'ESO i Batxillerat

Abstract

This research work aims to analyze Environmental Lifestyles (EVA)
of the secondary and high school students of the Eugeni d'Ors Institute in Vilafranca del Penedès. EVAs are considered all those daily actions, ideas and habits that are linked to the environment and are carried out from different areas: the personal, social, scientific and political. Based on the general objective, they are deployed other specific objectives to investigate such as: knowing what the components are necessary to analyze these EVAs, and delve deeper into the aspects of these stylesrelated to the climate emergency; design and apply an instrument that allowsalign the EVAs, and identify similarities and/or differences between the academic levels from thereto apply the instrument. This instrument is a questionnaire, which has been obtained in
based on two main theoretical models, with the particularity of adjusting it for teenagers (ages 12 to 19): the 4 Sphere Model with the added dimension of
"directly expressed behaviors" or "habits" (Pol and Castrechini, 2013) and the Matrix Epistemic-pedagogical Triple Helix (Gonzalez, Meira and Gutiérrez, 2020). This questionnaire is structured, on the one hand, in closed scale questions, and on the other, in open questions related to topics close to adolescent students, which in some way they contribute to climate change (CC) as is the use of devices mobiles and social networks and the production and consumption of meat products. Therefore, these are questions of a reflective nature in which students can feel themselves directly or indirectly interpellated, and have the opportunity to position themselves freely in function of your personal opinion, ideas and beliefs. Thus, they can be implicitly valued the EVAs from a complexity perspective thanks to the diversity of areas, equally
which can serve as a useful analysis tool for all teachers that allows them to reach know the EVA of your students based on the results obtained, and be able to choose exactly, what resources or actions should be applied to cover the shortcomings, or, promote the good habits presented by the group to be analyzed as feedforward. And the most important, that all this involves promoting environmental education in classrooms from
construction of explanatory models, from action and transformation.

Date of Award	11 Sept 2022
Original language	Catalan
Supervisor	Merce Junyent Pubill (Director) & Concepcio Marquez Bargallo (Director)