La enseñanza de la química desde la perspectiva de una educación para el desarrollo sostenible

Abstract

This work aimed to analyze the contributions of teachers and students towards Sustainable Development from teaching and learning chemistry, generating a relevant instructional proposal, developed with an interdisciplinary and holistic approach that allows the scientific-sustainable literacy of the students. The research is quasi-experimental. It is immersed in the sub-level pre-test and pos-test with two experimental groups and due to the manipulation of untested variables under strictly controlled conditions, was framed in an experimental design. The population was constituted by teachers and students, being the first eight teachers who have given the subject Chemistry, and the second, 65 students of General Media Education. The results obtained from the application of the instruments demonstrate that teachers in general give greater importance to scientific, economic, environmental and social knowledge than to the aspects associated with the behavior that students must acquire in order to move towards sustainability. Finally, students have a high level of knowledge, associated with the components of Sustainable Development. However, a discrepancy was observed in the management of indicators associated with behavior, where the disrespect for biodiversity prevails.