Bibliographic Details
| Title: |
DE AUTOSUPERACIÓN DOCENTE PARA TRATAR EL NEGACIONISMO CLIMÁTICO DESDE EL AULA SECUNDARIA. |
| Alternate Title: |
PROPOSALS FOR TEACHER SELF-IMPROVEMENT TO ADDRESS CLIMATE CHANGE DENIAL IN THE SECONDARY CLASSROOM. |
| Authors: |
Hernández-Echemendía, Jany1 janyh005@gmail.com, Requeiro-Almeida, Reinaldo2 ralmeida@ucf.edu.cu, Bravo-Montano, Norma Yadira2 nybravo@ucf.edu.cu |
| Source: |
Revista Mexicana de Investigacion e Intervención Educativa. Apr-Jun2026, Vol. 5 Issue 2, p209-220. 11p. |
| Subject Terms: |
*Teacher development, *Environmental literacy, *Inquiry-based learning, *Secondary education, *Media literacy, Climate change denial, Disinformation |
| Abstract (English): |
This article proposes a framework for professional development for teachers to address climate change denial in lower secondary education. It points out that denial has evolved from explicit denial to more subtle strategies such as delaying action and greenwashing. In response, teachers must develop critical climate and media literacy that enables them to identify disinformation, biased sources, and fallacious rhetorical tactics. Teaching should employ problem-based and inquiry-based methods, such as partial searches, so that students actively analyze disinformation strategies and distinguish between legitimate scientific dissent and ideological denial. Furthermore, linking climate change to visible local problems (e.g., invasive species) helps overcome psychological and identity-related barriers (such as climate privilege or environmental cynicism). The ultimate goal is to establish a conceptual framework for teacher professional development that allows them to address climate change denial in the lower secondary classroom. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El artículo propone un marco de autosuperación docente para enfrentar el negacionismo climático en la secundaria básica. Señala que el negacionismo ha evolucionado desde la negación explícita hacia estrategias más sutiles como el "retardismo" (retrasar acciones) y el "greenwashing". Ante esto, el profesorado debe desarrollar una alfabetización climática y mediática crítica que permita identificar desinformación, fuentes interesadas y tácticas retóricas falaces. La didáctica debe emplear métodos problémicos e investigativos, como la búsqueda parcial, para que los estudiantes analicen activamente estrategias de desinformación y distingan entre disenso científico legítimo y negacionismo ideológico. Además, vincular el cambio climático con problemas locales visibles (ej. especies invasoras) ayuda a superar barreras psicológicas e identitarias (como el privilegio climático o el cinismo ambiental). El objetivo final es establecer un marco conceptual para la superación de docentes que permita tratar el negacionismo climático en el aula de secundaria básica. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
