Abstract
This research focuses on the development of a pedagogic unit on hydrocarbons for the last year of high school students that links the contents of science with social, technological and environmental aspects using a global approach (STES). This proposal emphasizes an holistic view of school contents, selecting a controversial topic such as oil extraction by hydraulic fracture known as “fracking” that arouses a deep debate due to its social implications. This exploratory research uses a qualitative methodology focused on a case study. Empirical evidence is gathered using classroom observations, student surveys and teachers´ interviews. Due to the size of the sample limited to a small group of students, this study does not admit generalizations, it only shows a tendency. This paper is a contribution to future research on STES approach in High School.
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Acknowledgements
The authors gratefully acknowledge financial support from Universidad Nacional del Comahue (Grant No I221-UNCo) and to the student Ludmila Pereyra for her field work.
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Abad, A.M., Alvaro, C.E.S., Nudelman, N.S. (2018). Pedagogic Proposal Focused on Sustainable Development: Fracking, a Matter of Active Debate at Present in the Argentine Patagonia. In: Leal Filho, W., Noyola-Cherpitel, R., Medellín-Milán, P., Ruiz Vargas, V. (eds) Sustainable Development Research and Practice in Mexico and Selected Latin American Countries. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-70560-6_6
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