FIELD PRACTICE AS A STRATEGY FOR TEACHING NATURAL SCIENCES IN PROMOTING SUSTAINABLE EDUCATION

Abstract

The teaching-learning process nowadays has encountered many challenges, such as the lack of interest of students, the use of inefficient methods and techniques or the lack of preparation of teachers that results in unsatisfactory learning of students. For this reason, field practice can be an option to raise the motivational levels of students and favor a more meaningful learning for the new generations, so that they can be bearers of a culture of change that makes sustainable human development a reality. This article presents a descriptive research, with a quantitative-qualitative methodology model, to carry out the research, theoretical, empirical and mathematical-statistical methods were used. For data collection, interviews with teachers and surveys to students in the form of questionnaires were used. Based on the diagnosis, a proposal was presented to improve the problem, to allow the student to achieve a solid understanding of local hydrography, which enables the establishment of logical relationships between objects and phenomena through geographic regularities, stimulates the mental activities of students and develops independent activity and also meaningful learning.

The development of field classes in students who are preparing to be teachers is fundamental for their future profession, which was a concern of the different experts in the teaching-learning process.

DOI: https://doi.org/10.56238/sevened2025.021-062