Environmental conceptions include in the teaching model of environmental education

Abstract

This research article shows the work developed around the identification of an environmental education model, starting off the observation and analysis of the teaching practices in environmental education obtained as a result of a case study. The hypothesis held throughout this investigation indicates that the teaching activities in environmental education, result from the conception the teachers have about the environment in the context studied. To find an answer to the hypothesis, we made an analysis of a teacher’s teaching practices, starting off an application and analysis of qualitative instruments; later, the information obtained was triangulated to identify her teaching model. The results revealed that the teacher’s teaching model is systematic, because it uses several activities and through them stablishes relations between various components of the environment, and anthropocentric, as it considers that one of its compromises in teaching is the protection of nature. The above allowed us to demonstrate this article hypothesis, namely, that the models identified coincide with the conception of the environment and the teacher’s environmental education.