Implementación de la Propuesta Pedagógica fundamentada en la Pedagogía Problémica para el Aprendizaje de la Educación Ambiental encaminada en el uso responsable del Recurso Hídrico y Atmosférico

Abstract

This research investigates the impact of implementing a pedagogical proposal based on problem-posing pedagogy for teaching environmental education. The proposal targets the responsible use of water and atmospheric resources by tenth-grade students in an educational institution. The research is guided by the hermeneutic paradigm, which emphasizes the relationship between the construction of knowledge in schools and the surrounding community. Given the study's characteristics, action research (AR) is employed. AR is a cyclical process that plans knowledge development through a combination of practical skills, reflective thinking, and investigative methods. This approach facilitates the development of understanding among the students. A mixed-methods research approach is adopted, incorporating both quantitative and qualitative data collection methods through collaborative discussions. The pedagogical strategy promotes active student participation in environmental education and encourages the development of reflective thinking skills to address environmental issues. Notably, the participants expressed an interest in becoming environmental educators themselves. The pedagogical strategy developed in this research promotes a transdisciplinary approach to teaching natural sciences by integrating them with other knowledge areas throughout the didactic sequence. This facilitates the development of various higher-order thinking skills, such as analysis, application, proposal formulation, and the promotion of meaningful learning. Keywords: Sustainable Development, Environmental Education, Problem-Posing Pedagogy, Learning.