Systematic review of teaching digital competence in secondary education
Authorship
R.A.G.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
R.A.G.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.17.2025 13:00
02.17.2025 13:00
Summary
Due to the rapid development of information and communication technologies in the educational field, teachers require training in digital competences that favor the teaching and learning process and, consequently, contribute to the improvement of the quality of the educational system. This Master's thesis is based on a documentary research focused on the digital competence of Spanish teachers in secondary education. A systematic review of articles published in the last five years in the Web of Science databases was chosen. Based on the inclusion criteria, a sample of 14 publications was formed and analyzed according to the main subject matter. The results obtained point to four predominant themes in recent research: level of competence, curricular framework, technological inclusion and recommendations. An average level of competence of teachers was established, with age and gender being conditioning factors. Likewise, continuous training, together with the establishment of regulated certifications, are priority recommendations in studies on teachers' digital competence.
Due to the rapid development of information and communication technologies in the educational field, teachers require training in digital competences that favor the teaching and learning process and, consequently, contribute to the improvement of the quality of the educational system. This Master's thesis is based on a documentary research focused on the digital competence of Spanish teachers in secondary education. A systematic review of articles published in the last five years in the Web of Science databases was chosen. Based on the inclusion criteria, a sample of 14 publications was formed and analyzed according to the main subject matter. The results obtained point to four predominant themes in recent research: level of competence, curricular framework, technological inclusion and recommendations. An average level of competence of teachers was established, with age and gender being conditioning factors. Likewise, continuous training, together with the establishment of regulated certifications, are priority recommendations in studies on teachers' digital competence.
Direction
ARTO BLANCO, MONICA (Tutorships)
ARTO BLANCO, MONICA (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
Barreira Cerqueiras, Eva María (Chairman)
DIAZ BALADO, ALICIA (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
Argallar - Nature as a means of play in rural areas.
Authorship
T.C.M.
Master in Management of Educational Nature Activities
T.C.M.
Master in Management of Educational Nature Activities
Defense date
06.25.2025 11:15
06.25.2025 11:15
Summary
This Master´s Final Project (TFM) focuses on the study of the natural popular toys in Galicia, approached from the perspective of place-based pedagogy and highlighting their educational and cultural value. It seeks to address the following questions: To what extent do natural toys influence childhood development? What factors have contributed to their gradual disappearance? How can their recovery enrich contemporary education? The theoretical framework encompasses key aspects such as the importance of play in childhood and the current debates surrounding it, place-based pedagogy as a reference framework for understanding the connection between play and the environment, and the educational value of popular toys within the Galician context. Furthermore, this project highlights various publications and initiatives aimed at recovering traditional Galician play, with particular emphasis on the work of Recuncho das Argalladas and Xotramu. As an educational proposal, it will present an intervention focused on the revitalization of natural toys through the design of an activity that promotes intergenerational and sustainable play. Through this study, the aim is not only to reclaim the cultural and educational value of traditional toys, but also to contribute to the creation of play experiences which are more respectful with the environment and with the local identity.
This Master´s Final Project (TFM) focuses on the study of the natural popular toys in Galicia, approached from the perspective of place-based pedagogy and highlighting their educational and cultural value. It seeks to address the following questions: To what extent do natural toys influence childhood development? What factors have contributed to their gradual disappearance? How can their recovery enrich contemporary education? The theoretical framework encompasses key aspects such as the importance of play in childhood and the current debates surrounding it, place-based pedagogy as a reference framework for understanding the connection between play and the environment, and the educational value of popular toys within the Galician context. Furthermore, this project highlights various publications and initiatives aimed at recovering traditional Galician play, with particular emphasis on the work of Recuncho das Argalladas and Xotramu. As an educational proposal, it will present an intervention focused on the revitalization of natural toys through the design of an activity that promotes intergenerational and sustainable play. Through this study, the aim is not only to reclaim the cultural and educational value of traditional toys, but also to contribute to the creation of play experiences which are more respectful with the environment and with the local identity.
Direction
BLANCO MOSQUERA, VICENTE (Tutorships)
CIDRAS ROBLES, SALVADOR (Co-tutorships)
BLANCO MOSQUERA, VICENTE (Tutorships)
CIDRAS ROBLES, SALVADOR (Co-tutorships)
Court
AZNAR CUADRADO, VIRGINIA (Chairman)
GARCIA ROMERO, DAVID (Secretary)
NUÑEZ GARCIA, JESICA (Member)
AZNAR CUADRADO, VIRGINIA (Chairman)
GARCIA ROMERO, DAVID (Secretary)
NUÑEZ GARCIA, JESICA (Member)
The sound identity and auditory percepction of Primary Education students: analysis and possibilities for artistic development
Authorship
M.C.G.
Master in Management of Educational Nature Activities
M.C.G.
Master in Management of Educational Nature Activities
Defense date
06.25.2025 10:00
06.25.2025 10:00
Summary
The expressión through sound is part of tradition and constitutes an essential and collective development. As a communicative agent, music preserves cultural identity and sound heritage, reflecting the environment and traditions of the community. Auditory perception influences the construction of cultural meanings and the personal growth of students, so its incorporation into educational practice is fundamental, especially in the artistic area, fostering cultural and emotional sensitivity through active listening. This exploratory study, from an interpretative perspective, analyzes the sound identity and auditory perception of sixth-grade Primary Education students, based on the concepts of sound identity, auditory perception, and soundscape, examining the role of traditional Galician music and the sounds of everyday life in the construction of collective and individual identity. A quantitative design was used with a questionnaire that includes questions and an audition section to analyze students’ perceptions of the sounds of their environment and the socio-cultural and emotional meanings they attribute to them. The fieldwork was carried out in educational centers in Vilalba and Xermade, both rural and urban, to explore differences in auditory perception according to geographic location and cultural influence. Ultimately, the research aims to develop an educational innovation that contributes to the appreciation of sound identity as a fundamental part of learning, highlighting as an educational tool, promoting the integration of traditional music and sound language in the development of students.
The expressión through sound is part of tradition and constitutes an essential and collective development. As a communicative agent, music preserves cultural identity and sound heritage, reflecting the environment and traditions of the community. Auditory perception influences the construction of cultural meanings and the personal growth of students, so its incorporation into educational practice is fundamental, especially in the artistic area, fostering cultural and emotional sensitivity through active listening. This exploratory study, from an interpretative perspective, analyzes the sound identity and auditory perception of sixth-grade Primary Education students, based on the concepts of sound identity, auditory perception, and soundscape, examining the role of traditional Galician music and the sounds of everyday life in the construction of collective and individual identity. A quantitative design was used with a questionnaire that includes questions and an audition section to analyze students’ perceptions of the sounds of their environment and the socio-cultural and emotional meanings they attribute to them. The fieldwork was carried out in educational centers in Vilalba and Xermade, both rural and urban, to explore differences in auditory perception according to geographic location and cultural influence. Ultimately, the research aims to develop an educational innovation that contributes to the appreciation of sound identity as a fundamental part of learning, highlighting as an educational tool, promoting the integration of traditional music and sound language in the development of students.
Direction
ROMERO TABEAYO, MARIA ISABEL (Tutorships)
ROMERO TABEAYO, MARIA ISABEL (Tutorships)
Court
AZNAR CUADRADO, VIRGINIA (Chairman)
GARCIA ROMERO, DAVID (Secretary)
NUÑEZ GARCIA, JESICA (Member)
AZNAR CUADRADO, VIRGINIA (Chairman)
GARCIA ROMERO, DAVID (Secretary)
NUÑEZ GARCIA, JESICA (Member)
Educational Revaluation of the Portuguese Way of St. James and its Promotion through Cultural Proposals
Authorship
A.G.C.S.
Master in Management of Educational Nature Activities
A.G.C.S.
Master in Management of Educational Nature Activities
Defense date
06.23.2025 16:30
06.23.2025 16:30
Summary
This Master's Thesis focuses on the revaluation of the Portuguese Coastal Way of St. James, specifically the section between Padrón and Santiago de Compostela. Through a theoretical review and an analysis of the tangible and intangible heritage linked to the Way of St. James, this project proposes strategies for integrating this route into experiential training activities. The goal is for participants not only to walk the route, but also to experience it as an enriching experience on a personal, cultural, and educational level. To this end, various practical proposals are presented that seek to foster meaningful learning and connection with the environment. These activities are designed to foster a deeper understanding of the historical, economic, and social context of the Way of St. James and the areas traveled, while also seeking to promote the development of key skills in participants. The methodological approach offers a comprehensive view of how the journey through the different locations traversed by the Camino de Santiago can become a valuable educational and cultural resource. Ultimately, this Master's Thesis seeks to contribute to the dissemination and preservation of this Portuguese Way from an innovative perspective, also adapted to the training needs of the 21st century.
This Master's Thesis focuses on the revaluation of the Portuguese Coastal Way of St. James, specifically the section between Padrón and Santiago de Compostela. Through a theoretical review and an analysis of the tangible and intangible heritage linked to the Way of St. James, this project proposes strategies for integrating this route into experiential training activities. The goal is for participants not only to walk the route, but also to experience it as an enriching experience on a personal, cultural, and educational level. To this end, various practical proposals are presented that seek to foster meaningful learning and connection with the environment. These activities are designed to foster a deeper understanding of the historical, economic, and social context of the Way of St. James and the areas traveled, while also seeking to promote the development of key skills in participants. The methodological approach offers a comprehensive view of how the journey through the different locations traversed by the Camino de Santiago can become a valuable educational and cultural resource. Ultimately, this Master's Thesis seeks to contribute to the dissemination and preservation of this Portuguese Way from an innovative perspective, also adapted to the training needs of the 21st century.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
Ortiz Sanz, Juan Pedro (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
CONS FERREIRO, MIGUEL (Member)
Ortiz Sanz, Juan Pedro (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
CONS FERREIRO, MIGUEL (Member)
Intergenerational proposal in natural and highlighted the importance of space in the bank of Miño river.
Authorship
A.C.N.
Master in Management of Educational Nature Activities
A.C.N.
Master in Management of Educational Nature Activities
Defense date
06.20.2025 10:00
06.20.2025 10:00
Summary
In today's society, nature plays a secondary role in human life. People live in an automatic and increasingly isolated way, and most of our activities take place indoors and in closed spaces. All this has a considerable impact on the development of the whole person, reducing the acquisition of skills and abilities. Faced with this situation, we consider it necessary to bring human beings closer to nature through experiential and meaningful learning. To this end, in this TFM a bibliographical review is carried out to establish the most relevant aspects of the relationship between nature and human beings, and in accordance with this, a contextualised proposal is designed in a natural environment close to the city, aimed at young and old alike. This study hopes to favour, on the one hand, the intergenerational relationship between people and, on the other, their relationship with the natural environment in order to raise awareness and enhance the value of an interurban natural space.
In today's society, nature plays a secondary role in human life. People live in an automatic and increasingly isolated way, and most of our activities take place indoors and in closed spaces. All this has a considerable impact on the development of the whole person, reducing the acquisition of skills and abilities. Faced with this situation, we consider it necessary to bring human beings closer to nature through experiential and meaningful learning. To this end, in this TFM a bibliographical review is carried out to establish the most relevant aspects of the relationship between nature and human beings, and in accordance with this, a contextualised proposal is designed in a natural environment close to the city, aimed at young and old alike. This study hopes to favour, on the one hand, the intergenerational relationship between people and, on the other, their relationship with the natural environment in order to raise awareness and enhance the value of an interurban natural space.
Direction
AZNAR CUADRADO, VIRGINIA (Tutorships)
AZNAR CUADRADO, VIRGINIA (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Chairman)
LOPEZ CASTRO, LETICIA (Secretary)
GARCIA PEDREIRA, MARIA DEL ROCIO (Member)
ESTEVEZ RIONEGRO, NOELIA (Chairman)
LOPEZ CASTRO, LETICIA (Secretary)
GARCIA PEDREIRA, MARIA DEL ROCIO (Member)
History of Environmental Education in Spain
Authorship
C.F.V.
Specialization in Language and Literature: Foreign Languages
C.F.V.
Specialization in Language and Literature: Foreign Languages
Defense date
02.17.2025 16:00
02.17.2025 16:00
Summary
This master's thesis is dedicated to a review of the main documents on the issue of environmental education, such as articles by experts, writings resulting from climate summits and educational laws, to offer an orderly perspective on its birth, evolution and current situation in Spain. This documented analysis aims to illustrate how the subject is treated in the classrooms and reflect on the improvements that could be applied in its teaching from the point of view of a teacher in Secondary and High School Education.
This master's thesis is dedicated to a review of the main documents on the issue of environmental education, such as articles by experts, writings resulting from climate summits and educational laws, to offer an orderly perspective on its birth, evolution and current situation in Spain. This documented analysis aims to illustrate how the subject is treated in the classrooms and reflect on the improvements that could be applied in its teaching from the point of view of a teacher in Secondary and High School Education.
Direction
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Chairman)
ARTO BLANCO, MONICA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
SOUTO GOMEZ, MONTSERRAT (Chairman)
ARTO BLANCO, MONICA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Cartographies of childhood: Creation and play in the construction of shared spaces
Authorship
L.G.P.
Master in Management of Educational Nature Activities
L.G.P.
Master in Management of Educational Nature Activities
Defense date
06.20.2025 11:15
06.20.2025 11:15
Summary
Cartographies of childhood: Creation and play in the construction of shared spaces is a Master's Thesis that aims to publicize and value traditional Galician games and toys as educational tools, promoting meaningful learning, creativity and connection with the natural environment in Galician childhood. This proposal was born from the concern for the loss of the Galician recreational-cultural heritage and the need to transmit it to new generations, with the aim of preserving these practices that are an essential part of our identity as a people and that are increasingly becoming obsolete and forgotten. Through play, it would contribute to the recovery and transmission of Galician cultural heritage, promoting shared learning spaces and strengthening the link with the natural environment. To this end, a project will be carried out based on a mixed methodology (qualitative and quantitative), structured in two phases: a first phase of research through questionnaires to people over 35 years of age living in their childhood in Galicia, and a second phase focused on a workshop with Primary Education students from a school in the city of Lugo. where they will have the opportunity to create their own natural toys from materials from their immediate environment and experiment with the toys created by themselves. Thus, the workshop becomes a space for the construction of knowledge, where children not only learn by playing, but also become active transmitters of their cultural identity through a direct approach to nature and becoming aware of the elements that surround them.
Cartographies of childhood: Creation and play in the construction of shared spaces is a Master's Thesis that aims to publicize and value traditional Galician games and toys as educational tools, promoting meaningful learning, creativity and connection with the natural environment in Galician childhood. This proposal was born from the concern for the loss of the Galician recreational-cultural heritage and the need to transmit it to new generations, with the aim of preserving these practices that are an essential part of our identity as a people and that are increasingly becoming obsolete and forgotten. Through play, it would contribute to the recovery and transmission of Galician cultural heritage, promoting shared learning spaces and strengthening the link with the natural environment. To this end, a project will be carried out based on a mixed methodology (qualitative and quantitative), structured in two phases: a first phase of research through questionnaires to people over 35 years of age living in their childhood in Galicia, and a second phase focused on a workshop with Primary Education students from a school in the city of Lugo. where they will have the opportunity to create their own natural toys from materials from their immediate environment and experiment with the toys created by themselves. Thus, the workshop becomes a space for the construction of knowledge, where children not only learn by playing, but also become active transmitters of their cultural identity through a direct approach to nature and becoming aware of the elements that surround them.
Direction
OTERO URTAZA, EUGENIO MANUEL (Tutorships)
OTERO URTAZA, EUGENIO MANUEL (Tutorships)
Court
ESTEVEZ RIONEGRO, NOELIA (Chairman)
LOPEZ CASTRO, LETICIA (Secretary)
GARCIA PEDREIRA, MARIA DEL ROCIO (Member)
ESTEVEZ RIONEGRO, NOELIA (Chairman)
LOPEZ CASTRO, LETICIA (Secretary)
GARCIA PEDREIRA, MARIA DEL ROCIO (Member)
Trails of memory: legends and literature in nature with seniors
Authorship
N.G.I.
Master in Management of Educational Nature Activities
N.G.I.
Master in Management of Educational Nature Activities
Defense date
06.23.2025 10:00
06.23.2025 10:00
Summary
This TFM, titled Trails of memory: legends and literature in nature with seniors, aims to highlight the knowledge and cultural heritage of elderly people through the design of an educational intervention based on the creation of an intergenerational literary trail. The theoretical framework explores key concepts such as oral heritage, the relationship between literature and territory, literary hiking as a didactic resource, active ageing, and the service-learning (ApS) methodology. These perspectives form the foundation for an educational proposal developed within a day-care centre context, structured in four phases: memory activation, literary creation, implementation of the trail, and dissemination of the collected stories. The activities are designed to stimulate memory, promote oral and written expression, enhance well-being, and strengthen the sense of belonging. The proposal combines tradition, pedagogical innovation, and community engagement, aiming to recognise older adults as active agents in the transmission of culture and identity. Finally, the conclusions reflect on the educational and social potential of this intervention, its limitations, and its future applicability in both community and school contexts.
This TFM, titled Trails of memory: legends and literature in nature with seniors, aims to highlight the knowledge and cultural heritage of elderly people through the design of an educational intervention based on the creation of an intergenerational literary trail. The theoretical framework explores key concepts such as oral heritage, the relationship between literature and territory, literary hiking as a didactic resource, active ageing, and the service-learning (ApS) methodology. These perspectives form the foundation for an educational proposal developed within a day-care centre context, structured in four phases: memory activation, literary creation, implementation of the trail, and dissemination of the collected stories. The activities are designed to stimulate memory, promote oral and written expression, enhance well-being, and strengthen the sense of belonging. The proposal combines tradition, pedagogical innovation, and community engagement, aiming to recognise older adults as active agents in the transmission of culture and identity. Finally, the conclusions reflect on the educational and social potential of this intervention, its limitations, and its future applicability in both community and school contexts.
Direction
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
ESTEVEZ RIONEGRO, NOELIA (Tutorships)
Court
CABANA IGLESIA, ANA (Chairman)
CIDRAS ROBLES, SALVADOR (Secretary)
MECIAS CALVO, MARCOS (Member)
CABANA IGLESIA, ANA (Chairman)
CIDRAS ROBLES, SALVADOR (Secretary)
MECIAS CALVO, MARCOS (Member)
The nature as classroom: Renaturalization of a school through structural, methodological and community design.
Authorship
P.M.F.
Master in Management of Educational Nature Activities
P.M.F.
Master in Management of Educational Nature Activities
Defense date
06.24.2025 17:45
06.24.2025 17:45
Summary
This Master's Thesis addresses the renaturalization of a school's outdoor space as a transformative strategy, approached from three fundamental perspectives: structural, methodological, and community engagement. Based on the analysis of previous projects and relevant literature, an observation of the area to be renaturalized was conducted. The project is developed through a three-phase timeline. diagnosis, development, and evaluation, in order to encourage the progressive participation of the entire educational community. Thus, the project goes beyond a mere structural remodeling of the school grounds, aiming instead for a comprehensive integration of pedagogical practices rooted in nature-based education. Finally, the work reflects on the limitations encountered and outlines future directions for the continuation of the renaturalization process.
This Master's Thesis addresses the renaturalization of a school's outdoor space as a transformative strategy, approached from three fundamental perspectives: structural, methodological, and community engagement. Based on the analysis of previous projects and relevant literature, an observation of the area to be renaturalized was conducted. The project is developed through a three-phase timeline. diagnosis, development, and evaluation, in order to encourage the progressive participation of the entire educational community. Thus, the project goes beyond a mere structural remodeling of the school grounds, aiming instead for a comprehensive integration of pedagogical practices rooted in nature-based education. Finally, the work reflects on the limitations encountered and outlines future directions for the continuation of the renaturalization process.
Direction
GARCIA ROMERO, DAVID (Tutorships)
GARCIA ROMERO, DAVID (Tutorships)
Court
OTERO URTAZA, EUGENIO MANUEL (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FERNANDEZ HERRERO, BEATRIZ (Member)
OTERO URTAZA, EUGENIO MANUEL (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FERNANDEZ HERRERO, BEATRIZ (Member)
Galician nurdle crisis and socioscientific issues: a proposal for educational intervention for science literacy
Authorship
F.P.F.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
F.P.F.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.17.2025 16:00
02.17.2025 16:00
Summary
On December 8, 2023, the vessel CSAV Toconao lost 26.25 tons of pellets off the coast of Viana do Castelo (Portugal), many of which washed up on Galician beaches, triggering an ecological alert that sparked controversy regarding its magnitude and impact. Socioscientific issues provide an ideal opportunity for science learning through argumentation, placing them within the students' everyday context. Argumentation is a scientific and social practice that contributes to the systematization of thought and the development of communication skills. In this study, an educational intervention proposal based on real data has been designed, consisting of three activities: assessment of the environmental impact's scope, analysis of the discourses of various social actors involved, and the design of prevention strategies. It is expected that this will contribute to the development of students' critical thinking, enhance problem-solving skills, and promote attitudes favorable to environmental sustainability.
On December 8, 2023, the vessel CSAV Toconao lost 26.25 tons of pellets off the coast of Viana do Castelo (Portugal), many of which washed up on Galician beaches, triggering an ecological alert that sparked controversy regarding its magnitude and impact. Socioscientific issues provide an ideal opportunity for science learning through argumentation, placing them within the students' everyday context. Argumentation is a scientific and social practice that contributes to the systematization of thought and the development of communication skills. In this study, an educational intervention proposal based on real data has been designed, consisting of three activities: assessment of the environmental impact's scope, analysis of the discourses of various social actors involved, and the design of prevention strategies. It is expected that this will contribute to the development of students' critical thinking, enhance problem-solving skills, and promote attitudes favorable to environmental sustainability.
Direction
FERNANDEZ MONTEIRA, SABELA (Tutorships)
FERNANDEZ MONTEIRA, SABELA (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
VELOSO FREIRE, JAVIER (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
VELOSO FREIRE, JAVIER (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Ecofiction, childhood and education: a literary selection for the development of children’s ecological awareness.
Authorship
R.P.L.
Master in Management of Educational Nature Activities
R.P.L.
Master in Management of Educational Nature Activities
Defense date
06.24.2025 16:30
06.24.2025 16:30
Summary
In an increasingly urbanized and technological society, children's interaction with nature in educational contexts is rather limited, posing a challenge for the public school system, especially in large cities. Thus, for the development of ecological and environmental education, a more diverse approach is needed, one that integrates multiple ways of engaging with and connecting to the natural environment. In this sense, ecofiction emerges as a powerful pedagogical tool for fostering children's emotional and cognitive connection with nature. The main aim of this research is to explore the potential of ecofiction through the development of a specific analytical model for children’s and young adult literature, and its application to selected works, in order to identify their didactic uses and design context-sensitive educational proposals. To this end, a mixed-method approach is employed, based on a bibliographic review of ecofiction and its educational value, the analysis of children's narrative works, and the design of innovative activities and dynamics that combine the studied literary works with nature-based education. Ultimately, this study aims to demonstrate the usefulness of ecofiction as a metaphorical bridge for accessing, understanding, and valuing the natural environment, contributing to the development of future citizens who are respectful and committed to environmental care. In this way, ecofiction serves as a form of contact with nature which, while it cannot replace physical presence in it, can foster a more empathetic and responsible relationship with both nearby and distant surroundings, as well as greater awareness of the current climate reality and our role in it.
In an increasingly urbanized and technological society, children's interaction with nature in educational contexts is rather limited, posing a challenge for the public school system, especially in large cities. Thus, for the development of ecological and environmental education, a more diverse approach is needed, one that integrates multiple ways of engaging with and connecting to the natural environment. In this sense, ecofiction emerges as a powerful pedagogical tool for fostering children's emotional and cognitive connection with nature. The main aim of this research is to explore the potential of ecofiction through the development of a specific analytical model for children’s and young adult literature, and its application to selected works, in order to identify their didactic uses and design context-sensitive educational proposals. To this end, a mixed-method approach is employed, based on a bibliographic review of ecofiction and its educational value, the analysis of children's narrative works, and the design of innovative activities and dynamics that combine the studied literary works with nature-based education. Ultimately, this study aims to demonstrate the usefulness of ecofiction as a metaphorical bridge for accessing, understanding, and valuing the natural environment, contributing to the development of future citizens who are respectful and committed to environmental care. In this way, ecofiction serves as a form of contact with nature which, while it cannot replace physical presence in it, can foster a more empathetic and responsible relationship with both nearby and distant surroundings, as well as greater awareness of the current climate reality and our role in it.
Direction
GARCIA PEDREIRA, MARIA DEL ROCIO (Tutorships)
GARCIA PEDREIRA, MARIA DEL ROCIO (Tutorships)
Court
OTERO URTAZA, EUGENIO MANUEL (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FERNANDEZ HERRERO, BEATRIZ (Member)
OTERO URTAZA, EUGENIO MANUEL (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FERNANDEZ HERRERO, BEATRIZ (Member)
Educational activities in nature: Design and adaptation of routes for the inclusion of students with SEN in Primary Education.
Authorship
I.P.P.
Master in Management of Educational Nature Activities
I.P.P.
Master in Management of Educational Nature Activities
Defense date
06.23.2025 12:30
06.23.2025 12:30
Summary
This Master's Thesis (TFM) aims to be a narrative literature review with systematic elements. To carry it out, defined descriptors were used to search for documents in the Dialnet and Google Scholar databases, followed by the application of inclusion and exclusion criteria to select relevant publications. The purpose of this review is to build a theoretical reflection and then develop methodological guidelines for designing inclusive hiking proposals in Primary Education. The theoretical framework addresses the two main pillars of the study: inclusive education and nature-based education, seeking a point of convergence between the two. Through the methodological guidelines, the aim is to demonstrate the feasibility of bringing nature-based education into the classroom in an inclusive manner. To this end, educational activities in nature are used, taking advantage of their potential, particularly regarding inclusion, to design and plan hiking routes from which all students can benefit, regardless of their individual characteristics.
This Master's Thesis (TFM) aims to be a narrative literature review with systematic elements. To carry it out, defined descriptors were used to search for documents in the Dialnet and Google Scholar databases, followed by the application of inclusion and exclusion criteria to select relevant publications. The purpose of this review is to build a theoretical reflection and then develop methodological guidelines for designing inclusive hiking proposals in Primary Education. The theoretical framework addresses the two main pillars of the study: inclusive education and nature-based education, seeking a point of convergence between the two. Through the methodological guidelines, the aim is to demonstrate the feasibility of bringing nature-based education into the classroom in an inclusive manner. To this end, educational activities in nature are used, taking advantage of their potential, particularly regarding inclusion, to design and plan hiking routes from which all students can benefit, regardless of their individual characteristics.
Direction
CONS FERREIRO, MIGUEL (Tutorships)
CONS FERREIRO, MIGUEL (Tutorships)
Court
CABANA IGLESIA, ANA (Chairman)
CIDRAS ROBLES, SALVADOR (Secretary)
MECIAS CALVO, MARCOS (Member)
CABANA IGLESIA, ANA (Chairman)
CIDRAS ROBLES, SALVADOR (Secretary)
MECIAS CALVO, MARCOS (Member)
Didactic proposal for teaching Physics and Chemistry in 4th year of ESO through active methodologies: inquiry and gamification
Authorship
P.Q.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
P.Q.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.17.2025 17:00
02.17.2025 17:00
Summary
The use of active learning methodologies is essential when addressing the need to improve the teaching of the chemical bonding. These contents, essential for understanding chemical reactivity and the properties of materials, are usually explained with rote and theoretical methods. The didactic proposal includes an inquiry activity in the laboratory where students investigate the properties of different substances to identify the chemical bonds they present, and a didactic game in which they must relate chemical elements and explain the type of bond that unites them. These methodologies encourage active participation, critical thinking and collaborative work. The results obtained during its implementation show that students were able to relate theoretical concepts to the real phenomena, improving their understanding and motivation for chemistry. In short, the work highlights the importance of innovative methodologies to promote scientific competences and practical skills in compulsory secondary education.
The use of active learning methodologies is essential when addressing the need to improve the teaching of the chemical bonding. These contents, essential for understanding chemical reactivity and the properties of materials, are usually explained with rote and theoretical methods. The didactic proposal includes an inquiry activity in the laboratory where students investigate the properties of different substances to identify the chemical bonds they present, and a didactic game in which they must relate chemical elements and explain the type of bond that unites them. These methodologies encourage active participation, critical thinking and collaborative work. The results obtained during its implementation show that students were able to relate theoretical concepts to the real phenomena, improving their understanding and motivation for chemistry. In short, the work highlights the importance of innovative methodologies to promote scientific competences and practical skills in compulsory secondary education.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
AZNAR CUADRADO, VIRGINIA (Chairman)
ARTO BLANCO, MONICA (Secretary)
VELOSO FREIRE, JAVIER (Member)
AZNAR CUADRADO, VIRGINIA (Chairman)
ARTO BLANCO, MONICA (Secretary)
VELOSO FREIRE, JAVIER (Member)
Environmental awareness of directors of educational activities in nature
Authorship
D.R.F.
Master in Management of Educational Nature Activities
D.R.F.
Master in Management of Educational Nature Activities
Defense date
06.23.2025 19:15
06.23.2025 19:15
Summary
Growing concern about global environmental challenges has highlighted the need to foster a strong environmental awareness. In this context, environmental education plays an important role in promoting responsible citizenship committed to the sustainability of the planet. Directors of educational activities in nature have a key role to play, as they act as mediators between participants and the environment and must be transmitters of proenvironmental values. Within this framework, this Master's Thesis is based on a study of the environmental awareness of students in the Master's Degree in Nature Education Activities Management for the 2024/2025 academic year, using two validated instruments: The Environmental Attitudes Inventory, 24 items (EAI 24), developed by Milfont and Duckitt (2010), which encompasses dimensions such as the preservation and use of nature. The Environmental Attitude Scale (EAS), developed by Adem Akkus (2020), provides an overview of environmental awareness without subdividing it into multiple factors. The data collected through the questionnaires will be analysed to draw conclusions about the level of environmental awareness of the study group, where the dependent variables are the dimensions of the questionnaires and gender (male vs. female) was used as the independent variable. The results show differences that allow us to conclude that women systematically express greater ecocentric concern and less acceptance of anthropocentric positions than men.
Growing concern about global environmental challenges has highlighted the need to foster a strong environmental awareness. In this context, environmental education plays an important role in promoting responsible citizenship committed to the sustainability of the planet. Directors of educational activities in nature have a key role to play, as they act as mediators between participants and the environment and must be transmitters of proenvironmental values. Within this framework, this Master's Thesis is based on a study of the environmental awareness of students in the Master's Degree in Nature Education Activities Management for the 2024/2025 academic year, using two validated instruments: The Environmental Attitudes Inventory, 24 items (EAI 24), developed by Milfont and Duckitt (2010), which encompasses dimensions such as the preservation and use of nature. The Environmental Attitude Scale (EAS), developed by Adem Akkus (2020), provides an overview of environmental awareness without subdividing it into multiple factors. The data collected through the questionnaires will be analysed to draw conclusions about the level of environmental awareness of the study group, where the dependent variables are the dimensions of the questionnaires and gender (male vs. female) was used as the independent variable. The results show differences that allow us to conclude that women systematically express greater ecocentric concern and less acceptance of anthropocentric positions than men.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
Ortiz Sanz, Juan Pedro (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
CONS FERREIRO, MIGUEL (Member)
Ortiz Sanz, Juan Pedro (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
CONS FERREIRO, MIGUEL (Member)
¿What knowledge of first aid do future outdoor activity leaders have? A descriptive study.
Authorship
M.R.U.
Master in Management of Educational Nature Activities
M.R.U.
Master in Management of Educational Nature Activities
Defense date
06.23.2025 18:00
06.23.2025 18:00
Summary
This Master's Thesis aims to analyze the knowledge and attitudes toward the application of Cardiopulmonary Resuscitation (CPR) and the use of an Automated External Defibrillator (AED) among students enrolled in the Master's Degree in Management of Educational Activities in Natural Environments. To achieve this, a questionnaire will be used to assess their knowledge and intentions in the face of an emergency, addressing fundamental concepts of Basic Life Support (BLS). Furthermore, the study will examine the action protocol for the AED, emphasizing the importance of its correct use in critical situations. This is a quantitative, descriptive, and cross-sectional study based on the use of a questionnaire as a data collection tool. Both theoretical knowledge through questions and attitudes toward BLS via a Likert scale were assessed. The convenience sample consisted of 24 participants (16 women and 8 men), and the data were analyzed using absolute values and relative frequencies, allowing for gender-based comparisons. The results showed that, despite some deficiencies in key aspects, participants' knowledge was generally positive. Moreover, a favorable attitude toward intervening in emergency situations was observed. In addition to assessing students' current level of knowledge, this analysis also identifies possible gaps and proposes strategies to improve their first aid knowledge and emergency response skills in natural settings.
This Master's Thesis aims to analyze the knowledge and attitudes toward the application of Cardiopulmonary Resuscitation (CPR) and the use of an Automated External Defibrillator (AED) among students enrolled in the Master's Degree in Management of Educational Activities in Natural Environments. To achieve this, a questionnaire will be used to assess their knowledge and intentions in the face of an emergency, addressing fundamental concepts of Basic Life Support (BLS). Furthermore, the study will examine the action protocol for the AED, emphasizing the importance of its correct use in critical situations. This is a quantitative, descriptive, and cross-sectional study based on the use of a questionnaire as a data collection tool. Both theoretical knowledge through questions and attitudes toward BLS via a Likert scale were assessed. The convenience sample consisted of 24 participants (16 women and 8 men), and the data were analyzed using absolute values and relative frequencies, allowing for gender-based comparisons. The results showed that, despite some deficiencies in key aspects, participants' knowledge was generally positive. Moreover, a favorable attitude toward intervening in emergency situations was observed. In addition to assessing students' current level of knowledge, this analysis also identifies possible gaps and proposes strategies to improve their first aid knowledge and emergency response skills in natural settings.
Direction
MECIAS CALVO, MARCOS (Tutorships)
MECIAS CALVO, MARCOS (Tutorships)
Court
Ortiz Sanz, Juan Pedro (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
CONS FERREIRO, MIGUEL (Member)
Ortiz Sanz, Juan Pedro (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
CONS FERREIRO, MIGUEL (Member)
Occupational Risk Prevention in the Teaching Sector
Authorship
J.S.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.S.A.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.17.2025 12:00
02.17.2025 12:00
Summary
This paper presents a bibliographic investigation into occupational risks and preventive measures to be implemented in the teaching sector. First, it examines the state, regional, and sector-specific regulations governing occupational risk prevention and defines a series of fundamental concepts. The study categorizes occupational risks in teaching into three main groups: psychosocial risks, ergonomic risks, and risks related to safety and health conditions. Finally, for each category, the main risks are identified, along with their risk factors, associated symptoms, and prevention strategies.
This paper presents a bibliographic investigation into occupational risks and preventive measures to be implemented in the teaching sector. First, it examines the state, regional, and sector-specific regulations governing occupational risk prevention and defines a series of fundamental concepts. The study categorizes occupational risks in teaching into three main groups: psychosocial risks, ergonomic risks, and risks related to safety and health conditions. Finally, for each category, the main risks are identified, along with their risk factors, associated symptoms, and prevention strategies.
Direction
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
Court
Barreira Cerqueiras, Eva María (Chairman)
ARTO BLANCO, MONICA (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Barreira Cerqueiras, Eva María (Chairman)
ARTO BLANCO, MONICA (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Proposal to Revitalize the Grammar and Translation Method in the Process of Learning Spanish for German Secondary School Students
Authorship
L.S.C.
Specialization in Language and Literature: Foreign Languages
L.S.C.
Specialization in Language and Literature: Foreign Languages
Defense date
02.18.2025 12:00
02.18.2025 12:00
Summary
This work aims to revitalize the grammar and translation method, a traditional approach to language teaching, by integrating it as a complement to the communicative approach, widely adopted in the 21st century. The focus is on the learning of Spanish by German secondary school students through the design of a didactic unit that combines both methods. This unit seeks to demonstrate that the strategic use of grammar and translation, integrated into communicative activities, enhances the structural understanding of the language and improves accuracy in its use, without sacrificing the fluency and spontaneity characteristic of the communicative approach.
This work aims to revitalize the grammar and translation method, a traditional approach to language teaching, by integrating it as a complement to the communicative approach, widely adopted in the 21st century. The focus is on the learning of Spanish by German secondary school students through the design of a didactic unit that combines both methods. This unit seeks to demonstrate that the strategic use of grammar and translation, integrated into communicative activities, enhances the structural understanding of the language and improves accuracy in its use, without sacrificing the fluency and spontaneity characteristic of the communicative approach.
Direction
SOUTO GOMEZ, MONTSERRAT (Tutorships)
SOUTO GOMEZ, MONTSERRAT (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
FERNANDEZ MONTEIRA, SABELA (Member)
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
FERNANDEZ MONTEIRA, SABELA (Member)
The power of games: impact of gamification and Game-Based Learning in the acquisition of English as a Second Language
Authorship
C.S.D.
Specialization in Language and Literature: Foreign Languages
C.S.D.
Specialization in Language and Literature: Foreign Languages
Defense date
02.18.2025 13:00
02.18.2025 13:00
Summary
This study presents a bibliographic review of gamification and Game-Based Learning (GBL) in education, with a particular focus on their application in English language teaching. It explores the learning theories underpinning these methodologies, their historical evolution, and current research trends. The study examines the benefits, challenges, and limitations of gamification and GBL in English classrooms, highlighting success stories in enhancing motivation, engagement, and meaningful learning. Finally, it addresses pedagogical implications for educators, emphasizing the need for continuous training to fully leverage these strategies. The study concludes that, despite challenges, they represent a powerful tool for transforming education and addressing classroom diversity.
This study presents a bibliographic review of gamification and Game-Based Learning (GBL) in education, with a particular focus on their application in English language teaching. It explores the learning theories underpinning these methodologies, their historical evolution, and current research trends. The study examines the benefits, challenges, and limitations of gamification and GBL in English classrooms, highlighting success stories in enhancing motivation, engagement, and meaningful learning. Finally, it addresses pedagogical implications for educators, emphasizing the need for continuous training to fully leverage these strategies. The study concludes that, despite challenges, they represent a powerful tool for transforming education and addressing classroom diversity.
Direction
GONZALEZ REY, MARIA ISABEL (Tutorships)
GONZALEZ REY, MARIA ISABEL (Tutorships)
Court
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
FERNANDEZ MONTEIRA, SABELA (Member)
VARELA ZAPATA, JESUS (Chairman)
ESTEVEZ RIONEGRO, NOELIA (Secretary)
FERNANDEZ MONTEIRA, SABELA (Member)
Educational Revaluation of the Portuguese Way of St. James and its Promotion through Cultural Proposals
Authorship
C.T.L.
Master in Management of Educational Nature Activities
C.T.L.
Master in Management of Educational Nature Activities
Defense date
06.23.2025 16:30
06.23.2025 16:30
Summary
This Master's Thesis focuses on the revaluation of the Portuguese Coastal Way of St. James, specifically the section between Padrón and Santiago de Compostela. Through a theoretical review and an analysis of the tangible and intangible heritage linked to the Way of St. James, this project proposes strategies for integrating this route into experiential training activities. The goal is for participants not only to walk the route, but also to experience it as an enriching experience on a personal, cultural, and educational level. To this end, various practical proposals are presented that seek to foster meaningful learning and connection with the environment. These activities are designed to foster a deeper understanding of the historical, economic, and social context of the Way of St. James and the areas traveled, while also seeking to promote the development of key skills in participants. The methodological approach offers a comprehensive view of how the journey through the different locations traversed by the Camino de Santiago can become a valuable educational and cultural resource. Ultimately, this Master's Thesis seeks to contribute to the dissemination and preservation of this Portuguese Way from an innovative perspective, also adapted to the training needs of the 21st century.
This Master's Thesis focuses on the revaluation of the Portuguese Coastal Way of St. James, specifically the section between Padrón and Santiago de Compostela. Through a theoretical review and an analysis of the tangible and intangible heritage linked to the Way of St. James, this project proposes strategies for integrating this route into experiential training activities. The goal is for participants not only to walk the route, but also to experience it as an enriching experience on a personal, cultural, and educational level. To this end, various practical proposals are presented that seek to foster meaningful learning and connection with the environment. These activities are designed to foster a deeper understanding of the historical, economic, and social context of the Way of St. James and the areas traveled, while also seeking to promote the development of key skills in participants. The methodological approach offers a comprehensive view of how the journey through the different locations traversed by the Camino de Santiago can become a valuable educational and cultural resource. Ultimately, this Master's Thesis seeks to contribute to the dissemination and preservation of this Portuguese Way from an innovative perspective, also adapted to the training needs of the 21st century.
Direction
NAVARRO PATON, RUBEN (Tutorships)
NAVARRO PATON, RUBEN (Tutorships)
Court
Ortiz Sanz, Juan Pedro (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
CONS FERREIRO, MIGUEL (Member)
Ortiz Sanz, Juan Pedro (Chairman)
ROMERO TABEAYO, MARIA ISABEL (Secretary)
CONS FERREIRO, MIGUEL (Member)
Design of a Didactic Guide for Activities in Nature: Three Interpretive Routes in the Terras do Miño Biosphere Reserve
Authorship
M.S.V.D.L.P.
Master in Management of Educational Nature Activities
M.S.V.D.L.P.
Master in Management of Educational Nature Activities
Defense date
06.23.2025 11:15
06.23.2025 11:15
Summary
This Master's Thesis aims to develop a didactic guide for nature-based activities, based on the latest update of the Management Plan for the Terras do Miño Biosphere Reserve (2024). The research is guided by the question: How can a didactic guide contribute to environmental education and ecotourism in this Reserve? From an interdisciplinary perspective, the study draws on theories of environmental education, heritage interpretation, and place-based pedagogy. It reviews the current state of education in protected areas and the use of didactic tools to promote ecological awareness. Previous works on educational routes (Navarro Patón et al., 2014) and studies on the ecological and cultural value of the area (Ramil-Rego et al., 2005, 2009) are considered. The analysis of the Management Plan helps identify key natural and cultural values as well as specific educational needs of the territory. Based on this review, a guide is designed comprising three interpretative routes, each with a complementary approach. These routes are aimed at teachers, students, or visitors, and include pedagogical objectives, activities, materials, and evaluation proposals. The guide integrates ecological, cultural, and educational values, aligning with the Management Plan and promoting experiential environmental education. This work aims to highlight the value of the territory and encourage learning in natural environments through a replicable educational model.
This Master's Thesis aims to develop a didactic guide for nature-based activities, based on the latest update of the Management Plan for the Terras do Miño Biosphere Reserve (2024). The research is guided by the question: How can a didactic guide contribute to environmental education and ecotourism in this Reserve? From an interdisciplinary perspective, the study draws on theories of environmental education, heritage interpretation, and place-based pedagogy. It reviews the current state of education in protected areas and the use of didactic tools to promote ecological awareness. Previous works on educational routes (Navarro Patón et al., 2014) and studies on the ecological and cultural value of the area (Ramil-Rego et al., 2005, 2009) are considered. The analysis of the Management Plan helps identify key natural and cultural values as well as specific educational needs of the territory. Based on this review, a guide is designed comprising three interpretative routes, each with a complementary approach. These routes are aimed at teachers, students, or visitors, and include pedagogical objectives, activities, materials, and evaluation proposals. The guide integrates ecological, cultural, and educational values, aligning with the Management Plan and promoting experiential environmental education. This work aims to highlight the value of the territory and encourage learning in natural environments through a replicable educational model.
Direction
RAMIL REGO, PABLO (Tutorships)
RAMIL REGO, PABLO (Tutorships)
Court
CABANA IGLESIA, ANA (Chairman)
CIDRAS ROBLES, SALVADOR (Secretary)
MECIAS CALVO, MARCOS (Member)
CABANA IGLESIA, ANA (Chairman)
CIDRAS ROBLES, SALVADOR (Secretary)
MECIAS CALVO, MARCOS (Member)
The literary forest: innovation proposal base don the interaction between nature and children’s literature
Authorship
R.V.G.
Master in Management of Educational Nature Activities
R.V.G.
Master in Management of Educational Nature Activities
Defense date
06.24.2025 19:00
06.24.2025 19:00
Summary
This Master's Thesis aims to foster environmental awareness in children, encouraging them to take part in caring for the environment and to become aware of the problems it faces. To achieve this, an educational innovation proposal has been developed that connects children's literature with nature. It is inspired by the methodology of working through learning corners, and is based on the creation of a dynamic space named The Literary Forest. This space will serve as the starting point for all proposed activities and will include books that promote environmental awareness, which children can visit whenever they wish. This proposal arises from concern about the growing disconnect between children and the natural environment, a situation that has led to the concept of “nature-deficit disorder.” For this reason, the goal is to create an emotional bond between children and nature, through which they can discover and enjoy its possibilities by means of experiential learning. Children's literature is used as the guiding thread, as it has the power to provide knowledge and encourage active reflection on the impact of human actions on the environment. All of this will be carried out through activities that stimulate creativity and curiosity for discovery.
This Master's Thesis aims to foster environmental awareness in children, encouraging them to take part in caring for the environment and to become aware of the problems it faces. To achieve this, an educational innovation proposal has been developed that connects children's literature with nature. It is inspired by the methodology of working through learning corners, and is based on the creation of a dynamic space named The Literary Forest. This space will serve as the starting point for all proposed activities and will include books that promote environmental awareness, which children can visit whenever they wish. This proposal arises from concern about the growing disconnect between children and the natural environment, a situation that has led to the concept of “nature-deficit disorder.” For this reason, the goal is to create an emotional bond between children and nature, through which they can discover and enjoy its possibilities by means of experiential learning. Children's literature is used as the guiding thread, as it has the power to provide knowledge and encourage active reflection on the impact of human actions on the environment. All of this will be carried out through activities that stimulate creativity and curiosity for discovery.
Direction
GARCIA PEDREIRA, MARIA DEL ROCIO (Tutorships)
GARCIA PEDREIRA, MARIA DEL ROCIO (Tutorships)
Court
OTERO URTAZA, EUGENIO MANUEL (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FERNANDEZ HERRERO, BEATRIZ (Member)
OTERO URTAZA, EUGENIO MANUEL (Chairman)
FERNANDEZ MONTEIRA, SABELA (Secretary)
FERNANDEZ HERRERO, BEATRIZ (Member)