National Science Education Research Articles

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers.

This paper explored junior teachers' experiences and approaches when facilitating practical work in Natural Sciences during teaching and learning. Grade 7 is the final year of primary school in South Africa, with students between the ages of 11 to 13. The researchers observed that there are enormous challenges encountered by junior grade 7 teachers when preparing, designing and conducting practical work in Natural Sciences teaching and learning. A qualitative multiple case study design was used. Three grade 7 Natural Sciences junior level teachers were selected purposively as participants. Data was collected through classroom observations, semi-structured interviews and document analysis. The findings of this study revealed that some grade 7 junior Natural Sciences teachers were overwhelmed when facilitating practical work during teaching and learning. In addition, some of the grade 7 junior Natural Sciences teachers were unable to maintain discipline inside and outside the classroom environment when conducting practical work and demonstrations. The grade 7 junior Natural Sciences teachers had to use mechanism to cope with the demands associated with facilitation of practical work in Natural Sciences teaching and learning. Some of the approaches adopted by the grade 7 junior Natural Sciences teachers when facilitating practical work in Natural Sciences teaching and learning included group work, observations, demonstration, illustrations, projects and inquiry-based scientific investigations. It is recommended that teachers be professionally trained on how to facilitate practical work to advance the new ways of teaching and learning as advocated by per the Curriculum Assessment Policy Statement document while empowering them with pedagogical content knowledge to enable them to achieve the aim and objectives of practical work in Natural Sciences teaching and learning.

FORMATIVE ASSESSMENT AS A FACTOR IN MODERNIZING THE TEACHING NATURAL SCIENCE SUBJECTS

The relevance of using formative assessment in Ukrainian schools is outlined and confirmed by legal documents. The type of assessment focuses on the learning process and students’ achievements, which positively affects the results of teaching of natural science subjects. The scientific articles by foreign and Ukrainian authors on the essence and features of formative education were consistently analyzed. It is noted that the studied pedagogical phenomenon was justified by foreign scientists and has been used in schools for many years. Its effectiveness has been proven in practice. Until recently, formative assessment was not required in Ukrainian schools, so there is no fundamental research and established practice of its use in natural science education. Natural science teachers proactively comprehend its methodology and fragmentarily use it in the educational process. Theoretical and practical readiness of natural science teachers to use formative assessment was investigated by means of an online survey of 400 natural science teachers. Based on the results obtained, it was found out that natural science teachers are motivated, but their theoretical and practical readiness to use formative assessment is not sufficient. The conclusion is made about the need for targeted training of teachers to master the methodology of formative assessment. It is important that further research on the readiness of science teachers to use formative assessment is based not only on self-assessment, but also on expert assessments.

Creative challenge to stimulate student engagement in natural science education in distance learning

This article describes a study conducted in the discipline of “science education in nature”, offered 100% in the distance learning mode, for undergraduate students in biological sciences and pedagogy. The aim was to develop a challenge that would stimulate students creativity and engagement. Through the virtual learning platform, students exchanged information and collaborated with each other. The challenge resulted in a significant increase in student engagement and facilitated the connection between theory and practice. The findings highlight the importance of strategies that promote engagement in distance learning, especially in the discipline in which it was applied. The challenge-based approach stimulates creativity, critical thinking, and the development of essential skills for teacher education in this field.

OPPORTUNITIES TO USE INTERACTIVE METHODS IN PRIMARY CLASS NATURAL SCIENCE LESSONS

Natural Science education at the primary level lays the foundation for a child's understanding of the world around them. The conventional approach to teaching involves lectures and rote memorization, often resulting in passive learning experiences. This article explores the potential opportunities to transform primary class Natural Science lessons by incorporating interactive methods. By embracing activities that engage students actively, educators canfoster a more dynamic and enjoyable learning environment, promoting better comprehension and retention of scientific concepts.

The Current State of Virtual Reality and Augmented Reality Adoption in Vietnamese Education: A Teacher’s Perspective on Teaching Natural Sciences

Virtual Reality (VR) and Augmented Reality (AR) technologies are increasingly applied across various fields, including education. However, in the Vietnamese education system, their use is still in its nascent stages. This article aims to analyze the current state of VR and AR adoption in the Vietnamese education system by evaluating two key aspects: the factors influencing the integration of VR and AR in teaching, and their roles in the Vietnamese educational context. The analysis is based on a survey conducted among 427 natural science teachers to assess the extent of technology adoption for instructional support, focusing on five factors: job positions, work locations, expertise levels, internet infrastructure, and English language proficiency. The research results reveal that, although VR and AR technologies have made their way into education, their adoption in Vietnam remains somewhat limited. The surveyed teachers indicate that the use of VR and AR enhances students’ learning experiences, making them more immersive and engaging when compared to traditional teaching methods. However, they do not have a comprehensive understanding of the full potential and roles of VR and AR in education. The findings obtained from this study serve as a foundational insight for future research, aimed at proposing solutions to leverage VR and AR technologies to improve student learning outcomes in a developing country like Vietnam.

Teachers' engagement in students’ science competitions: Views from secondary schools in Southern Ethiopia

Science competitions play a critical role in modern education by fostering critical thinking needed to solve societal problems. This study examined how teachers decide to support students in science competitions in secondary schools in Southern Ethiopia. The study employed a mixed-method research design with the quantitative method being the main data collection and analysis approach. Data were obtained from 242 natural science teachers while interviews were conducted with 10 school principals. Descriptive statistics, Pearson correlation, and Logistic regression were used to analyze and make inferences from the findings. Results revealed that only 40.1% of teachers had mentored students in science competitions. Results linked teachers' low participation to inadequate knowledge in science inquiry and project preparation process. Factors associated with teachers' decisions to participate were; the preparation process (r = .285), stakeholders' support (r = .305), teachers' commitment (r = .286), and teachers' competencies (r = .295). Results further revealed that teachers' decision to participate in science competitions highly depended on their competencies and the support provided by stakeholders. In conclusion, teachers' competencies play a critical role in developing students' science reasoning in the science field, improving the quality of education. Also, teachers’ engagement in student competitions could be enhanced through stakeholder engagement by providing financial support, internet access, provision of guidelines, and having equipped laboratories. Besides, teachers as mentors need opportunities to hone their skills in science inquiry through in-service training, technical support with technologies, and strategic feedback from peers to guide students during science competitions.

Використання STEM-технології в освітньому процесі під час вивчення природничих дисциплін

The article focuses on modern approaches to education aimed at developing creativity, innovation, and the use of advanced technologies in the context of teaching natural sciences. Key aspects of integrating STEM approaches are highlighted through the application of interactive teaching methods (project activities, experimental research, interdisciplinary integration, problem-based learning, 3D modeling, maker activities, etc). The research concentrates on the practical aspects of implementing STEM technology in the educational process and its impact on enhancing the quality of teaching in biology, chemistry, and physics. The main advantages of using interdisciplinary connections in the training of teachers in the natural sciences field are outlined, including knowledge integration, increased student motivation, development of communication skills, flexibility, and adaptability. The role of creativity in STEM-oriented educational practices is examined, theoretical aspects of a creative personality are clarified, and the necessity of developing a strategy that fosters innovation in key aspects of teacher training is determined. The positive impact of the STEM approach on the development of critical thinking, analytical skills, and independent problem-solving abilities is analyzed. Examples of project-based and problem-based tasks that can be offered to students in the context of studying biology, chemistry, and physics are provided. An educational course, «STEM Technologies in Teaching Biology», has been introduced into the training process for future biology and health education teachers at Hryhorii Skovoroda University in Pereiaslav. This course aims at mastering modern methodologies and tools used in STEM education with practical application in professional activities. The effectiveness of implementing STEM technology elements is confirmed by the increased motivation of learners to study natural sciences, and the development of their critical thinking and creative abilities.

Экологическое образование школьников в системе естественнонаучного дополнительного образования

The issues of organization of ecological education of schoolchildren in the system of additional natural science education, the role of network interaction: school-university are considered. Examples of some forms of environmental and local history activities organized by students and teachers are given. Institute of Earth Sciences, Tyumen State University.

DIMENSI TAUHID DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM BERBASIS FILSAFAT NATURALISME AUGUST COMTE

This article raises the problem of the lack of integration of tauhidic values ​​in Natural Sciences (Ilmu Pengetahuan Alam) learning in connection with the non-inclusion of tauhidic values ​​in the Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran). This research aims to reveal how aspects of tauhid can be integrated in the context of Natural Sciences (IPA) learning, as well as how the concept of Naturalism proposed by August Comte can be applied in natural sciences learning. So the results can provide guidance to educators and teachers about the importance of the tauhid dimension in science education and inspire discussions about how Comte's naturalism can be applied meaningfully in modern and diverse educational contexts. The method used is philosophical qualitative, with an emphasis on conceptual analysis and Comte's philosophical understanding of Naturalism. The results of this research will highlight the challenges faced by teachers in integrating monotheistic values ​​in science learning, as well as the impact of this lack of integration on the education and development of students. Through a philosophical qualitative approach, it will also show an understanding of how teachers can understand and apply tauhid dimension in science learning effectively. Thus, the findings in it will provide insight into how to increase the integration of tauhidic values ​​in integrated natural science education, by referring to August Comte's naturalist concepts.

Implementation of Contextual Teaching and Learning (CTL) To Improve Student Learning Outcomes In Subject Study Forces Affect The Movement of Objects In Class IV SDN II Ponrewaru

Based on the researcher's experience while teaching the style material influencing the motion of objects in class IV SDN II Ponrewaru, Kolaka Regency and the results of interviews with the class IV teacher for his experience teaching Natural Sciences, it does not activate students directly in the learning process, it does not give students the opportunity to construct knowledge that is has by connecting it with phenomena that exist in the environment around students. Based on this, the formulation of the problem in this study is whether the application of Contextual Teaching and Learning (CTL) can improve learning outcomes of the subject matter gayaaffecting the motion of objects in class IV SDN II Ponrewaru, Kolaka Regency. This study uses a qualitative approach to the type of action research. Actions in this study consisted of two cycles. Each cycle goes through four stages, namely planning, implementing, observing, and reflecting. From the formulation of the problem, data presentation and discussion, it is concluded that learning through the application of Contextual Teaching and Learning (CTL) to improve student learning outcomes on the subject of styles influencing motion of objects in class IV DSN II Ponrewaru, Kolaka Regency, this learning is carried out in five stages, namely the initial stage , the core stage, and the final stage. activities in the early stages include: (1) explaining the learning objectives (2) explaining the tools needed and motivating students to be involved in problem solving activities. while the core activities consist of (1) managing students' initial knowledge to the problem (2) guiding the investigation and the group. While the final activity includes (1) reflecting on the problem solving process (2) providing an evaluation. Based on the evaluation of the process and the evaluation of the results in each study, the student learning outcomes in the subject of language gayainfluencing the motion of objects at SDN II Ponrewari increased by using the Contextual Teaching and Learning approach.

5th INTERNATIONAL BALTIC SYMPOSIUM ON SCIENCE AND TECHNOLOGY EDUCATION “SCIENCE AND TECHNOLOGY EDUCATION: NEW DEVELOPMENTS AND INNOVATIONS (BalticSTE2023)”: SYMPOSIUM REVIEW

The fifth BalticSTE2023 Symposium took place in Šiauliai on 12-15 June this year. Time passes inexorably, which is why this symposium can be called an anniversary symposium. It was also important that the symposium was held in the usual / regular format, i.e. face-to-face. It is worth remembering that this is a biennial scientific event of importance not only in the Baltic region but certainly internationally. Due to the Covid19 pandemic, the fourth symposium was held remotely. A review of this symposium has also been published (Lamanauskas, 2021). By the way, reviews of previous symposia have also been published (Lamanauskas, 2015; 2017; 2019). The symposium's fundamental aim is to promote science and technology education. Moreover, it is an excellent tool to disseminate research findings as well as to build collaboration and cooperation network. Another important aim is to show that Baltic region countries also actively participate in natural science and technology education research, especially in the STEAM context. In addition, Baltic countries, as well as other small regions of the world, need corresponding, close communication, and cooperation. During this symposium, all these essential ideas were developed and supported.

INNOVATIVE APPROACHES OF NATURAL SCIENTIFIC TRAINING OF FUTURE TEACHERS OF PHYSICAL EDUCATION

The presented article analyzes and characterizes innovative approaches to the natural science training of future physical education teachers. Modernization of education prioritizes the formation of a specialist of high quality and competence, capable of innovative search for ways of self-realization in the conditions of continuous integra- tion of Ukraine into the European educational space. Strengthening the health potential of youth, providing a differentiated approach to groups of children of different ages, fore- casting their needs and motivation for physical development and self-improvement de- pends on the physical culture specialist.We have developed an integrated system of medical and biological education to im- prove the quality and competitiveness of a physical culture specialist in the labor market. Thus, we made an attempt to construct the content of integrated natural science educa- tional disciplines and built an end-to-end logical-didactic structure, updating knowledge in accordance with the new achievements of the disciplines of the natural science cycle; strengthening the relationship between fundamentality and professional orientation of education; ensuring variability and alternative, humanization and democratization of the educational process; improvement of natural science education and establishment of a close connection with sports and specialized training. In this study, the main directions, factors, indicators and criteria for the intensification of student learning with the use of innovative and information and communication technologies were identified.The modernizing ideas of the philosophical interpretation of human value are at the basis of this research, the humanitarian significance of natural scientific knowledge is actualized, which opens up wide possibilities of interdisciplinary and transsubjective integration for use in the process of training modern specialists and achieving high sports results. We have proven the effectiveness of scientific competence, which is ensured by creating an innovative educational environment characterized by openness and autonomy, information saturation and integrability, flexibility and synchronization, multi-vector and creativity. Thanks to the use of innovative approaches in the training of future teachers of physical education, cognitive activity increases, creative thinking and professionalism develop, innovative technologies of physical education are much better assimilated, and most importantly, the mastering of the professional competencies of pedagogues-scientists, pedagogues-innovators takes place. We have proven that the concept of training physical culture specialists of a new type requires mastering an end- to-end multivariate cycle of creative work, from the search for new principles and ideas to the development and implementation of new technologies based on the maximum automation of information processing processes and their practical implementation.We recommend that when planning the educational process in higher education institutions of the physical culture profile, clearly choose and take into account the relationships with previous and subsequent disciplines, adjust the content of the disciplines being studied in order to prevent duplication of educational material. The integrative approach is the most predictable and necessary, we will see the solution to the problem of integration in a close combination of natural science and sports-specialized training. Natural science disciplines in general should include professionally oriented knowledge, peculiarities of teaching and education methods. With such an approach, the assimilation of professionally oriented disciplines takes place through the principle of connecting theory with practice, thus actualizing knowledge and forming skills in professional and pedagogical activities.

ŽALIOJI PAMOKA „SKAIDYTOJAI IR JŲ VEIKLA“ KETVIRTOS KLASĖS MOKINIAMS: BŪSIMŲJŲ MOKYTOJŲ PATIRTYS

Natural science is a unique school subject that cannot be carried out without the implementation of real examples from nature. Despite this, in today’s Lithuanian schools, the lessons of natural science are still mostly organized in a classroom environment, without taking into account the benefits of practical, experiential learning. All over the world, learning outside the classroom is perceived as the key to the formation of students’ social skills. Also, education in the natural environment allows to connect and deepen existing natural science knowledge, fosters a positive relationship with nature and creates a holistic understanding of human impact on the environment. One of the models for organizing a lesson in a "non-traditional environment" is a so-called green lesson, during which the learning process is organized in nature and theoretical knowledge is supplemented by exploratory activities. According to Verbickienė (2022), a correct initial understanding of the environment and its processes helps to discover and recognize the world around us and forms the appropriate moral attitudes. This article presents the plan of a green lesson conducted in a school in Vilnius on the topic "Decomposers and their activities" for the 4th-grade students and introduces the materials needed for the lesson activities. The experience of organizing this green lesson is also discussed, the strengths and limitations of the activities are identified, and an analysis of the students' work is presented. Keywords: green lesson, education outside the classroom, natural environment, natural science education, decomposers

DVIDEŠIMT DEVINTOJI NACIONALINĖ MOKSLINĖ-PRAKTINĖ KONFERENCIJA „GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2023“: KONFERENCIJOS APŽVALGA

This year, the scientific conference "Natural Science Education in a Comprehensive School - 2023" was held in its usual format. It is worth mentioning that during the Covid-19 pandemic, three conferences were held remotely, in 2020, 2021 and 2022. This two-day conference focused on science and technology education, which is a recent priority in society. There is a need to improve the teaching of science subjects and technology at all levels of general education. Particular attention should be paid to early science education. Ensuring adequate science and technology education means providing children with an education that teaches them to reason, think logically, explore, be creative and active. The plenary session of the conference was international and very interesting. A total of four keynote speeches were presented during this session. It is clear that the Plenary "bridged" different continents - Africa, Latin America, Europe. Professor Andris Broks discussed systemic issues in science and technology education, with a particular focus on the major challenges and changes of the present. Speakers from South Africa and Brazil shared their experiences in organising research activities for future teachers. Experiences from both countries in the training of science teachers were explored. The plenary also discussed developments in science education in the updated General Curricula in Lithuania. Informal discussions at the conference focused on educational experiences during the pandemic. All participants acknowledged that education in a pandemic is significantly more difficult. This is especially true for various non-formal education activities, or activities that take place outside the regular classroom (e.g. various project activities, research activities, etc.). Participants, especially those who are more or less regular attendees, stressed the importance of a "live" meeting. After all, informal communication has the main purpose of enabling a person to understand and be understood. This cannot be achieved in an online (remote) conference. It was hoped that the work of the conference would continue. Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2023&issue=20002 Keywords: national conference, practical work, science education, science teachers, science pedagogy

ABSENTEEISM AND STUDENTS' ATTITUDES TOWARD SCIENCE: IMPACT ON EXAM RESULTS AMONG EIGHTH-GRADE STUDENTS IN MALAYSIA AND SINGAPORE

Absenteeism and students' attitudes toward science have an impact on the exam results among eighth-grade students in Malaysia and Singapore. This study employed weighted least squares and quantile regression techniques on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to analyze the net effect of these two factors in influencing the academic performance of eighth-grade students. Given Singapore's considerable lead in TIMSS ranking over Malaysia, this research sheds light on modifiable factors that can help Malaysia enhance its national science education. Absenteeism was more pressing in Malaysia than in Singapore, but it significantly influenced exam results in both countries. However, there was no significant difference in attitudes toward science. Results from quantile regression show that these impacts were not uniform across the performance distributions. The study's results emphasize that absenteeism, home educational resources, and parental education contribute to the performance disparities between the two countries. These results underscore the importance for policymakers and educational planners in Malaysia to take proactive steps in addressing these shortcomings to improve students' exam results, to work towards narrowing the performance gap, and to enhance science education. Keywords: home educational resources, quantile regression, science achievement, TIMSS, valuing science

Pemanfaatan Bahan Bekas sebagai Alat Peraga IPA Ramah Lingkungan

Effective learning can be achieved by utilizing practical teaching aids that can challenge students to understand the material. This needs to be done to increase students' lack of learning motivation, as it will hurt learning achievement. Each student has a variety of learning styles, such as visual, audio, and kinesthetic. Therefore, teachers should try to create innovation by developing teaching aids in the form of a Pascal pressure model that can be implemented in learning experiments. The purpose of making this demonstration equipment is so students can understand the concept of Pascal pressure more concretely and in-depth, compared to relying on pictures as a visual tool. Apart from that, this innovation can also increase student motivation so that learning becomes more real and not just imagination and so that student learning outcomes can increase. The research method involves identifying old materials that can be used, designing creative and educational teaching aids, as well as testing the effectiveness of teaching aids in supporting science learning. The research results show that using used materials in natural science teaching aids can reduce negative environmental impacts by reducing waste and consuming new resources. The teaching aids developed can also facilitate understanding of science concepts visually and interactively. The trial of this teaching aid showed a positive response from students toward a more interesting and sustainable learning method.

ФОРМУВАННЯ ТЕХНІЧНОГО МИСЛЕННЯ ЗАСОБАМИ STEM-ОСВІТИ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ

The article substantiates the significance of the development of the technical thinking of the physics teacher in the conditions of his professional training. The peculiarities of the teacher’s professional mentality have been revealed. The need for the development of pedagogical thinking, as well as technical thinking, as a special one for the subject field, is substantiated. It is shown that technical thinking is the process of reflecting objects and processes of technical activity in the human mind. This type of thinking is associated with mental activity aimed at operating technical images in their static and dynamic state. Qualitative analysis of the structure and process of technical thinking allows to substantiate the concept of “technical thinking”. Technical thinking is a practicalactive thinking aimed at operating technical images during the production and creative activity of a person. It is able to solve complex production tasks in any standard or critical situation. STEM education is a specialization directions of education, the main emphasis of which is on the education of exact and natural sciences, from the addition of continuous innovative and technological components. It is absolutely fair to say that STEM is the best solution for the future professionals in the engineering and technology. The basis for STEM education is scientific methods, mathematical modelling, engineering design and innovative thinking. From this description, it may seem that we are talking about an education designed exclusively for the training of future IT professionals, and this will be partially true. However, STEM education is broader, because it combines sciences with a creative approach and develops of different sides in the personality of the future physics teacher.

МУЛЬТИДИСЦИПЛІНАРНИЙ ПІДХІД ЯК ГОЛОВНА УМОВА ЕФЕКТИВНОЇ РЕАЛІЗАЦІЇ СУЧАСНОЇ МОДЕЛІ ПРИРОДНИЧОНАУКОВОЇ ОСВІТИ В УКРАЇНІ

The article examines the problems of natural science education in Ukraine and their negative impact on the state of the intellectual sphere of society in the direction of the creation, dissemination and use of new scientific knowledge, as well as its transformation in the conditions of rapid changes in the global world space. It has been established that today the main problem of natural science education is its preservation without losing the high level at which it was distinguished in the past. It was noted that the main shortcoming of natural science education is the separation of disciplines of the natural science cycle with the maximum concentration on narrowly specialized training of specialists. It has been proven that one of the most effective modern models of formation of natural scientific knowledge is an educational model built on the basis of a multidisciplinary approach, which will ensure optimal integration of natural scientific disciplines and thorough fundamental training of specialists who have chosen the natural scientific branch of knowledge for professional activity. It is proposed to pay special attention to the preparation of interdisciplinary master’s programs. It is emphasized that in the conditions of a multidisciplinary approach in the implementation of natural science education, the importance of its integration with academic science is significantly increased.

DEVELOPMENT OF SCIENTIFIC CONCEPTS ABOUT AIR IN EARLY SCINCE EDUCATION

Air is one of the first terms that students encounter in primary science classes. On the other hand, environmental problems of air pollution are present in the daily life of many people, and environmental awareness is developed and nurtured at all levels of education. Air is omnipresent in the lives of children from the earliest age, but due to its invisibility and intangibility, there are difficulties in understanding and adopting the concepts of air and its physical properties. Hence, these difficulties were the subject of this research. The aim of the research was to evaluate the level of adoption of teaching content about air among students in lower grades of primary schools, as well as, to assess whether and to what extent the teaching of the subjects The World Around Us and Nature and Society affects the development of concepts about air. 140 students of lower grades (I-IV) of two primary schools participated in the research. A knowledge test of twelve tasks related to scientific facts about air and its properties was applied. The obtained results show that there are no statistically significant differences in the level of adoption of tested scientific terms depending on the class (age), which points out to the conclusion that the process of developing certain scientific terms about air is insufficiently effective in the initial teaching of natural sciences. It is recommended to apply some innovative teaching models and strategies when processing teaching content about air, and to connect this content to everyday phenomena and students’ experiences as often as possible.

Fortalecimiento de la competencia para el desarrollo sostenible análisis crítico: Aplicación de un ambiente virtual de aprendizaje.

Education for Sustainable Development provides students with values, attitudes and knowledge in order to provide alternative solutions to the social, environmental and economic challenges that may be occurring in the present and in the future. The objective of this article is to illustrate the process of strengthening the competence for sustainable development Critical Analysis, which is made up of the components of critical thinking, ethical and intellectual commitment; this development was carried out through the implementation of a Virtual Learning Environment, which consisted of three modules related to: the pollution of the Tunjuelo River, the Tannery Industry in San Benito and the Hybrid Method (which involves the use of chemical precipitation with Magnesium Oxide and the use of a solid residue from the Wet-Blue tannery industry for the removal of chromium in wastewater from the tanning stage). The type of research paradigm was qualitative, with a descriptive scope, which was developed with a group of Initial Teacher Training, belonging to the Bachelor's Degree in Natural Sciences and Environmental Education of the Public Pedagogical University of Kennedy; to evaluate the strengthening of this competence, three indicators are presented (1- Understands that knowledge is incomplete and is tinged with subjectivity; 2- Understands that every system (economic, social and environmental) presents dysfunctions that can be identified and corrected 3- Recognizes the social, economic and environmental dysfunctions that oppose sustainable development, Proposes alternatives for improvement) and their respective levels, according to the answers provided by the participating population. Within the results obtained there is evidence of a progression in the levels from passing to outstanding, which make up the indicators.