Use, and Meaning Teachers Assign to the Integration of the MICA 3.0 Kit for Teaching Climate Change

Sonia Pino^1*César Cofre¹Humberto Vergara¹Luis Vergara¹Jaime Enrique Solís Pinilla²Andoni Arenas Martija¹Paulina Ampuero¹Cristian Merino^1*

• ¹Pontificia Universidad Católica de Valparaíso, Valparaiso, Chile
• ²Universidad de chile, Santiago, Santiago Metropolitan Region (RM), Chile

Teaching climate change requires teachers to have the educational resources that will facilitate teaching this content and visualize how a global problem has various local implications. In Chile, we currently have a low capacity for recording and using environmental data at the regional and school levels. This article informs on (1) the design process of an environmental monitoring station, considering the requirements of educators to teach climate change in schools, (2) the design and implementation of a course for the appropriation of this technological resource, and (3) the results of the integrations teachers made of this technology in the design of learning experiences. Given this study's interventionist nature, a Design Based Research (DBR) was carried out. The results show that the use of the technological resources used for this research allows the design of learning experiences with active methodologies, where scientific and 21st-century abilities are developed, contextualized to the local territory and culture, and with the potential of opening new spaces for learning beyond the classroom.