The complexity of the important social and environmental issues of the current global crisis poses new educational challenges that require special attention. Among them, we highlight the challenge of facilitating citizens’ empowerment for democratic involvement in social issues related to science and technology through socio- political activism (Hodson, 2021). According to Bencze and Carter (2011), students& socio-political action has the potential to improve: a) their knowledge about these issues, b) their research and citizenship competencies, and, ultimately, c) the well-being of individuals, societies, and environments. However, in order to develop these competencies in students, activism must first be introduced into teacher training. Indeed, preservice teachers will only be able to engage their students in activism projects to change societyand the environment if they engage in sociopolitical actions themselves (Linhares & Reis, 2018). Video podcasting or vodcasting (Gkatzidou & Pearson, 2007) is one of the tools that can be utilized to carry out these types of social transformations, particularly if the videos are produced and distributed by students as a kind of sociopolitical action (Marques & Reis, 2017). With this aim, in the context of science education we want to contribute to the training of environmental citizens, agents of change, capable of solving contemporary environmental issues through individual and collective actions (Hadjichambis et al., 2020). To this end, this paper proposes video annotations as a teaching activity for the analysis and discussion of activist videos with socio-scientific content.
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