Integrando trabajos de campo virtuales y reales en geoeducación: perspectivas de experiencias realizadas en universidades francesas y españolas
DOI:
https://doi.org/10.3989/estgeogr.2025.1178Palabras clave:
excursiones virtuales, trabajo de campo, aprendizaje híbrido, geotecnologías, conocimiento espacial, cambio global, mapeo colaborativo, StoryMapResumen
En un mundo cada vez más interconectado, comprender los problemas relacionados con la sostenibilidad y el cambio global es crucial. Se debe preparar a las futuras generaciones para abordar desafíos tan complejos como el cambio climático, la pérdida de biodiversidad y las disparidades sociales. La formación especializada es esencial tanto para los estudiantes como para los profesores. Los programas de educación superior están aprovechando las tecnologías de la información para mejorar los métodos de enseñanza, mientras que las geotecnologías ayudan a identificar los cambios ambientales. En este sentido, la realización de trabajos de campo sigue siendo de gran valor para integrar conceptos teóricos con experiencias del mundo real. Este artículo explora la integración de trabajos de campo in situ y de excursiones virtuales en la geoeducación, presentando marcos teóricos y metodologías para experimentación y evaluación. Este artículo no adopta un enfoque empírico. El objetivo es teorizar sobre la relación entre el mundo virtual y el real desde una perspectiva exploratoria. Se determinaron dos tipos de enfoques principales: el enfoque mixto, que combina excursiones en el lugar con trabajos de campo virtuales, y el enfoque secuencial, que integra los trabajos de campo virtuales junto con el trabajo de campo tradicional. Cada enfoque enfatiza diferentes objetivos de aprendizaje, siendo el enfoque secuencial el enfoque en el pensamiento crítico y espacial, mientras que el enfoque mixto facilita un trabajo de campo completo más allá de la mera observación.
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