The use of teacher–student cores of knowledge and skills in teacher education degrees in chemistry and biology: an experiment in teaching and learning

Abstract

INTRODUCTION. This article examines the implementation of a core of knowledge and skills designed to be shared by both teachers and students (specifically, a núcleo integrador de saberes) in the curriculum of the Teaching Degree in Experimental Sciences, Chemistry and Biology of the Central University of Ecuador. This pedagogical innovation in the process of teaching and learning consisted in consolidating a block of contents of the subjects of Chemistry, Biology and Earth Sciences. METHOD. The experiment sought to diversify the teaching methods and learning conditions in the degree programme by encouraging teachers and students to create common work spaces and engage in inter-, multi- and transdisciplinary reflection on the topics proposed in the core, strengthened with cross-cutting approaches to such subjects as gender, ethnicity, interculturality, human rights and sustainability. RESULTS. The participants gained a better understanding of the theoretical component of the curriculum by examining its socio-environmental context. They also acquired critical thinking skills and the motivation to act responsibly towards the environment. DISCUSSION. The experiment provided an alternative approach to the scientific contents of the disciplines that make up the curriculum, going beyond the traditional compartmentalization of knowledge in subjects. It also stimulated autonomous work and promoted social co-responsibility in the management of natural resources.