Scientific literacy in the face of socio-environmental risks:challenges for geographic education in Brazil and Chile
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| Autores: | , , , , |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2025 |
| Descripción: | This article analyzes the integration of scientific literacy in the initial training of Geographyteachers in Brazil and Chile, with a focus on socio-environmental risks. Through a qualitative-comparative approach and documentary analysis. The results show that active methodologies such as Learning Based on Problem Resolution (ABRP) and Geo-Inquiry overcome the fragmented limitations of teacher training, integrating local and global perspectives to face challenges socio-environmental complex. These strategiesstrengthen spatial thinking, scientific literacy in geography and community participation, preparing future teachers to address socio-environmental risks in the classroom with an appropriate approach to promote more sustainable and resilient societies. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21858 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/geografica/article/view/21858 |
| Palabra clave: | geography teaching Geo-Inquiry Problem-Based Learning scientific literacy teacher education alfabetización científica Aprendizaje Basado en Resolución de Problemas enseñanza de la geografía formación docente La Geo-Indagación alfabetização científica Aprendizagem Baseada em Resolução de Problemas ensino de geografia formação docente |