Shared teaching strategies between Science Education and Environmental Education in initial teacher training

Abstract

This article analyzes emerging teaching strategies in a training course on science education (SE) and environmental education (EE) for future teachers in Chile. Based on the framework of sustainability and the 2030 Agenda, the research is grounded in three key dimensions shared by SE and EE: scientific inquiry, the comparison of knowledge, and scientific literacy. The methodology is based on a qualitative, instrumental case study focused on the reflective narratives of 15 Basic Education Pedagogy students participating in a complementary course with field trips. The thematic analysis reveals a strong presence of strategies linked to the comparison of knowledge, followed by inquiry, while scientific literacy, especially in its transformative and activist dimensions, appears less developed. Throughout the course, an evolution toward greater recognition of the conceptual value of inquiry is observed. It is concluded that the connection between EC and EA can enrich initial teacher training, promoting an education more consistent with current sustainability challenges.