DE AUTOSUPERACIÓN DOCENTE PARA TRATAR EL NEGACIONISMO CLIMÁTICO DESDE EL AULA SECUNDARIA.
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| Title: | DE AUTOSUPERACIÓN DOCENTE PARA TRATAR EL NEGACIONISMO CLIMÁTICO DESDE EL AULA SECUNDARIA. |
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| 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] |
| Copyright of Revista Mexicana de Investigacion e Intervención Educativa is the property of Revista Mexicana de Investigacion e Intervencion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194703424 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: DE AUTOSUPERACIÓN DOCENTE PARA TRATAR EL NEGACIONISMO CLIMÁTICO DESDE EL AULA SECUNDARIA. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: PROPOSALS FOR TEACHER SELF-IMPROVEMENT TO ADDRESS CLIMATE CHANGE DENIAL IN THE SECONDARY CLASSROOM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hernández-Echemendía%2C+Jany%22">Hernández-Echemendía, Jany</searchLink><relatesTo>1</relatesTo><i> janyh005@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Requeiro-Almeida%2C+Reinaldo%22">Requeiro-Almeida, Reinaldo</searchLink><relatesTo>2</relatesTo><i> ralmeida@ucf.edu.cu</i><br /><searchLink fieldCode="AR" term="%22Bravo-Montano%2C+Norma+Yadira%22">Bravo-Montano, Norma Yadira</searchLink><relatesTo>2</relatesTo><i> nybravo@ucf.edu.cu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Mexicana+de+Investigacion+e+Intervención+Educativa%22">Revista Mexicana de Investigacion e Intervención Educativa</searchLink>. Apr-Jun2026, Vol. 5 Issue 2, p209-220. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+literacy%22">Environmental literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Media+literacy%22">Media literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change+denial%22">Climate change denial</searchLink><br /><searchLink fieldCode="DE" term="%22Disinformation%22">Disinformation</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Mexicana de Investigacion e Intervención Educativa is the property of Revista Mexicana de Investigacion e Intervencion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194703424 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 11 StartPage: 209 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Environmental literacy Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Media literacy Type: general – SubjectFull: Climate change denial Type: general – SubjectFull: Disinformation Type: general Titles: – TitleFull: DE AUTOSUPERACIÓN DOCENTE PARA TRATAR EL NEGACIONISMO CLIMÁTICO DESDE EL AULA SECUNDARIA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hernández-Echemendía, Jany – PersonEntity: Name: NameFull: Requeiro-Almeida, Reinaldo – PersonEntity: Name: NameFull: Bravo-Montano, Norma Yadira IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 29927927 Numbering: – Type: volume Value: 5 – Type: issue Value: 2 Titles: – TitleFull: Revista Mexicana de Investigacion e Intervención Educativa Type: main |
| ResultId | 1 |
