Las capacidades y competencias ambientales en la enseñanza de las ciencias: una propuesta docente con estudiantes en educación media, en torno al cambio climático

Abstract

This Doctoral Thesis research was developed around the environmental competencies (AC) required for the didactic work of Didactic Change (CC) with high school students. We worked under a mixture of paradigms (interpretive and critical); and a methodological design with three research phases related to each other in a dialogic way. In the first, a state of the art was built evidencing the trends and gaps around the CAs. Next, an exploratory study was carried out with teachers in charge of including the environmental dimension to diagnose and characterize the factors associated with the AC required in the students. Finally, a Didactic Unit was designed and validated for the development of skills and training in CA. From the analysis of the results, it can be concluded that in relation to CA in secondary education, a defined conceptual framework is not evident, in addition to identifying that there is a difference between the research carried out from the field of environmental education (EA). ) and science education (CE). As for the teachers in charge of including the environmental dimension, it is found that they do so using the contents and competencies in (EC), mostly ignoring EE as a field of knowledge. Finally, it can be stated that CAs relevant to didactic work around CC in secondary education are: systemic thinking, anticipatory competence and normative competence, which must be worked on in an articulated manner since all three present interdependent links.