Natural science education: a different perspective
DOI:
https://doi.org/10.71112/bpqtct30Keywords:
higher education, teacher training, teaching methods, natural sciences, interculturalityAbstract
The article analyzes how the implementation of decolonial educational didactics in Natural Sciences: Biology-Geography transformed participation, learning and the relationship with the territory in Vallegrande Academic Unit teacher training students. The research developed from a qualitative approach, with descriptive support from academic data, under what is participatory action research design. Open-ended interviews, participant observation, field diaries, photographic records, document review and performance analysis were applied. The results showed that the use of ICT, lab practices, home microscopes, out-of-classroom outings, didactic games and value activities strengthened student engagement, improved content understanding and reduced retest marks in General Chemistry from 33 to 9 between the first and third term. There was also greater collaborative working, better use of context resources and greater bonding between science, community and territory. It is concluded that decolonial educational didactics contribute to Higher Education because it allows for shaping future teachers from experience, listening, situated scientific practice and dialogue with community knowledge.
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