Abstract
The main objective of this study was to design and implement a didactic strategy focused on the development of scientific competencies and environmental skills through the recovery of ancestral practices associated with plants. This research also aimed to enhance the capacities associated with leadership and entrepreneurship based on the application of curricular content in the natural sciences and to address problems in social and cultural contexts. Seeking school motivation strategies for rural students from a rural institution in the municipality of (eliminated for blind review), natural sciences teachers designed didactic-pedagogical alternatives employing situated learning that would allow them to contribute to solving school problems and environmental issues affecting rural areas. School problems such as apathy, dropout, and poor school performance, among others, were identified as issued to be addressed. The environmental phenomena included the loss of fertile soils and the harmful effects of the use of agrochemicals. Medicinal gardens together with situated learning activities proved a useful teaching tool in formal rural educational settings.
Highlights
The work of teachers in rural contexts can be challenging, and it involves developing innovative teaching strategies tailored to the cultural environment of the students; because in most cases, it implies teaching classes at two or more educational levels and adapting the contents to the context
The lead teachers of the Student Social Service focused on training these communities with the support of students in the last two years of secondary school
The students held informative talks in the rural communities where they live, where they highlighted the importance of the medicinal garden, ecosystem services and the preparation of insecticides from botanical extracts
Summary
The work of teachers in rural contexts can be challenging, and it involves developing innovative teaching strategies tailored to the cultural environment of the students; because in most cases, it implies teaching classes at two or more educational levels and adapting the contents to the context. Some rural schools in Latin American countries do not have technological tools or the Internet. Within these strategies, it is essential to build and adapt learning. Rural teachers must engage in teaching methods that motivate learning from within the students’ context. This allows for the meaningful construction of knowledge throughout the educational community, improving the quality of the pedagogical process. It encourages students to become involved in their community and environment, which leads them to participate actively, be purposeful, and become transforming individuals (du Plessis & Mestry, 2019)
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