Abstract
The development of science and technology currently experienced by society has brought a degree of quality of life that humanity has never experienced before, but it has also created environmental problems that represent real challenges for today and the future. In this period known as the Anthropocene, teachers of basic education face the challenging task of preparing individuals for a world that is in constant transformation. In this context, it is necessary to establish teaching and learning strategies that will enable individuals to effectively solve existing problems, to make rational decisions, and to fully participate in a democratic society. Accordingly, this study presents an Intervention Program (IP) for scientific literacy, based upon and validated as a teaching strategy, centred on the Problem-Based Learning methodology (PBL), and applied to two different contexts of non-formal education, a field trip and a Science Centre visit. The research aims to directly contribute to teacher training, which in turn will produce long term effects on elementary school students, thereby contributing to sustainability. It is a qualitative study with 15 students in non-formal education, as part of a curricular unit from a professional master’s degree in Science and Mathematics Teaching, which is taught in a federal institution in south-east Brazil. A methodological triangulation was applied with different instruments and data collection techniques, namely: logbook, questionnaires, focus groups, monitoring reports, PBL record, and student production (Teacher Guide and Sustainability Game). The development of the IP involved two scenarios of the PBL methodology and the construction and validation of scenarios with peers. The results led to the conclusion that, when applied to non-formal education spaces, PBL enhances distinctive features of teacher training (such as a privileged space for reflecting on education, its complexity, and the possibilities of transdisciplinary teaching practices), in addition to favouring the acquisition of knowledge that will promote attitudes concerned with sustainable development.
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Amado, M.V. (2022). A Problem-Based Learning Approach to Environmental Education Through a Field Trip and a Science Centre Visit. In: Vasconcelos, C., Calheiros, C.S.C. (eds) Enhancing Environmental Education Through Nature-Based Solutions. Integrated Science, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-030-91843-9_8
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