The aim of this work is to promote outdoor activities to bring students closer to the environment and the biodiversity of their surroundings. In this sense, educational itineraries are a very good educational resource that promotes skills developing (scientific, cartographic, educational, etc.) which are necessary for the appropriate design of teaching proposals. The present study is carried out with the prospective primary teachers from the Universities of Sevilla and Huelva (Spain). Firstly, the purpose is to analyse what type of educational itineraries they can design after an outdoor activity. Secondly, a rubric is validated as an instrument of analysis and evaluation immersed in a qualitative methodology. The results show what kind of itineraries are designed, and what knowledge and conceptual difficulties the students display. Most of them do not recognize the minimal of elements making up the itineraries, and have difficulties in understanding the environment as a complex system. In summary, we think that the students’ lacking of knowledge about the environment and its biodiversity, the poor geographic-cartographic competencies that they have, together with their maintenance of traditional conceptions of teaching, do not allow them to design proposals of interest for teaching-learning processes.

中文翻译：

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通过设计教育路线来了解未来小学教师的环境和生物多样性概念：评估量规的验证

这项工作的目的是促进户外活动，让学生更接近环境和周围环境的生物多样性。从这个意义上说，教育行程是一种非常好的教育资源，可以促进技能发展（科学、制图、教育等），这对于适当设计教学建议是必要的。本研究是与来自塞维利亚大学和韦尔瓦大学（西班牙）的潜在小学教师一起进行的。首先，目的是分析他们在户外活动后可以设计什么类型的教育行程。其次，量规被验证为沉浸在定性方法中的分析和评估工具。结果显示设计了什么样的行程，以及学生表现出哪些知识和概念上的困难。他们中的大多数人不认识构成行程的最少元素，并且难以将环境理解为一个复杂的系统。综上所述，我们认为学生缺乏对环境及其生物多样性的认识，他们的地理制图能力较差，加上他们对传统教学观念的维护，使他们无法设计出感兴趣的教学方案。 - 学习过程。