Contextualized Chemistry in the teaching-learning process from the environmental dimension

Abstract

The didactic contextualization was undertaken as an alternative for the direction of the teaching-learning process of Chemistry, from the environmental dimension in Higher Education and in the process of environmental training of the Bachelor of Chemical Education since it is essential to acquire knowledge, skills and values ​​for the preservation of the environment related to the profession, an aspect that should be promoted from the elective course; the flexibility of the E curriculum supports this purpose. However, the application of theoretical and empirical research methods shows that there are still difficulties in the integration towards that intention from the disciplines, reflecting in the lack of solidity of environmental knowledge in students. The objective of this work is to socialize the results of the implementation of the Chemistry and Environmental Education subject in different contexts in the elective course, within the transformations in the career; its historical trends and its historical evolution is of vital importance to successfully face the challenges imposed by society. In this sense, the contextualization of this process reaches significance, based on the coherence and effectiveness of the interactions that are articulated in the teaching-learning context. The diagnosis of the current state of the contextualized teaching-learning process of Chemistry from the environmental dimension is presented, with a reflection of the theoretical references that support the teaching-learning process of this content for the proposed implementation.