Project Based Learning as a way for environmental education in seventh year students of EGB

Abstract

Project Based Learning (PBL) offers students the opportunity to develop practical and cognitive skills while addressing real challenges. The objective of this research is to develop a methodological strategy as an effective way for environmental education in children in the seventh year of Basic General Education (EGB) through the implementation of Project Based Learning. A diagnosis of existing practices in environmental education and PBL was carried out. The design of the methodological strategy is governed by the principles of PBL with the objectives of environmental education. The methodological strategy was structured around the identification of relevant and significant environmental topics for students, the planning and execution of interdisciplinary environmental projects, and the formative and shared evaluation of the results obtained. The active participation of students was promoted in all stages of the learning process, encouraging collaborative work, critical reflection and transformative action. The strategy was implemented in the Francisco Febres Cordero Educational Unit in order to evaluate its effectiveness and make necessary adjustments. Qualitative and quantitative data were collected through observations and surveys to analyze the impact of PBL on the environmental education of seventh-year EGB children. The results of the research demonstrated that the methodological strategy developed was effective in promoting meaningful learning and environmental awareness in students. Improvements were observed in the understanding of environmental concepts, the development of practical and socio-emotional skills, and the children's active engagement in environmental conservation and protection.