Didactic strategies in the teaching of environmental management

Abstract

Environmental Management must be an active and daily part of every human being, in such a way that it transcends and is not only written in agreements, norms, circulars or decrees, among others. It is we, as teachers, who are called to lead the synergy of work with our pupils, with citizens, with social leaders and ordinary people, with whom we have interference, in favor of the development of an environmental conscience. Hence, the importance of didactics as a tool to diversify the teaching and learning process, because they are the active didactics, favorable tools that favor the development of competencies, understood as a whole where cognitive, attitudinal and procedural processes are involved, where each didactics has an intention chained to knowledge, being and acting, from reflection, enjoyment and action, leading to the protection of a sustainable and sustainable planet.

According to the above, didactics require a clear intention, this is how Gamboa (2009) mentions that planning should be directed to the scientific education of students, through the selection and classification of strategies, competencies, the definition of research in the classroom and pedagogical and didactical actions since this way, the teaching-learning process will be favored. Similarly, it follows a structure whose focus corresponds to an active methodology, taking into account moments such as: activation of previous knowledge, appropriation activities, transfer activities, construction of new knowledge and evaluation activities; in this way, education strengthens Environmental Management as a social responsibility.