Situated learning for teaching natural sciences through the Mojanera birdlife

Abstract

The implementation of situated learning strategies enables the understanding of school knowledge in the students' environment and gives value to what is learned in the natural sciences, by linking concepts developed in the classroom with real situations of their social, environmental and cultural context from the disciplinary approach of fields of knowledge through field trips and the dialogue of knowledge, contributing to the exchange of knowledge and the construction of new meanings favoring the care and protection of nature through the knowledge of the diversity of birds, integrating the educational community to understand issues of biology and ecology, and the development of scientific skills in students. The objective focused on the implementation of didactic strategies based on situated learning to strengthen the appropriation of knowledge about the importance of birds and the care of the environment in students of the Puerto Lopez Educational Institution, Guaranda, Colombia. Qualitative study, based on the research-action method, with field trips and dialogue of knowledge, making direct observations of birds and the participation of students and parents for the recognition of birds, ecosystem services and biological importance from the voices of the participants and the educational experiences lived with the contextualization of school knowledge, strengthening the knowledge of birds and their importance for the environment.