Abstract
The article provides a pedagogical model of holistic environmental formation in the students of pedagogical careers of the area of Natural Sciences in Cuba. In correspondence with the qualitative methodology, methods such as holistic- dialectic, analysis- synthesis, inductive- deductive were applied during the epistemological foundation of the object of study, as well as modeling in the construction of the pedagogical model. 6 configurations and 3 qualities were proposed, integrated in the dimensions: contextual cognitive, contextualized educational and behavior environmental holistic formation. The results obtained allow us to conclude that by confronting the contextual partner-environmental characterization with the assimilation of environmental knowledge, the interactive complementation of environmental knowledge is fostered, from which emerges the contextual environmental holistic reflection and the holistic environmental proactive capacity, which are synthesized in the holistic environmental pedagogic performance. They constitute resulting qualities: the integrative cognitive environmental projection, the holistic environmental reflexive attitude and the holistic environmental cosmovisory behavior.
Highlights
Estudios Pedagógicos XLVII N° 1: 371-390, 2021 MODELO PEDAGÓGICO DE FORMACIÓN HOLÍSTICA AMBIENTAL EN LOS ESTUDIANTES DE CARRERAS PEDAGÓGICAS DEL ÁREA DE CIENCIAS NATURALES EN CUBA
The article provides a pedagogical model of holistic environmental formation in the students of pedagogical careers of the area of Natural Sciences in Cuba
The results obtained allow us to conclude that by confronting the contextual partner-environmental characterization with the assimilation of environmental knowledge, the interactive complementation of environmental knowledge is fostered, from which emerges the contextual environmental holistic reflection and the holistic environmental proactive capacity, which are synthesized in the holistic environmental pedagogic performance
Summary
RESUMEN El artículo aporta un modelo pedagógico de formación holística ambiental en los estudiantes de carreras pedagógicas del área de Ciencias Naturales en Cuba. Se plantearon 6 configuraciones y 3 cualidades, integradas en las dimensiones: cognoscitiva contextual, educativa contextualizada y comportamental de la formación holística ambiental. Los resultados obtenidos permiten concluir que al confrontar la caracterización socio- ambiental contextual con la asimilación de saberes ambientales, se propicia la complementación interactiva de saberes ambientales, de la cual emerge la reflexión holística ambiental contextual y la capacidad proactiva holística ambiental, que se sintetizan en el desempeño pedagógico holístico ambiental. Constituyen cualidades resultantes: la proyección cognoscitiva ambiental integradora, la actitud reflexiva holística ambiental y el comportamiento cosmovisivo holístico ambiental. Palabras claves: Holismo ambiental, conocimiento ambiental, actitud ambiental, educación ambiental
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