Description

The implementation of pedagogical strategies by competencies is an aspect to be valued by teachers; this view has led them to reflect, rethink teaching and examine the mistaken idea that all students are interested in the same topics or content and that, consequently, it is legitimate to apply a single methodology for all semesters, without distinction. In addition, it is clear that, even if the groups are the same age and in the same career, as is the case of the Bachelor of Natural Sciences and Environmental Education, it is essential to recreate new learning environments that allow formats and themes to be adapted, with a dynamic sense of learning. However, pedagogical schools still echo in some pedagogical processes where, subtly, the teacher’s duty has remained in approaches and theories that are barely materialized in the classroom. This article allows us to sustain that the central axis of the Bachelor’s program in Natural Sciences and Environmental Education of the Faculty of Education of the University of Nariño is aimed at the teaching-learning processes, tied to the comprehensive and investigative pedagogical practice, generating knowledge-based on interdisciplinarity and transdisciplinarity, grounded from pedagogy and didactics and, responding to educational needs that are focused from local, national and international contexts, with the ability to anchor new relationships and encounters from the sciences and the environment.