Teaching of earth sciences, Secondary school, Environmental education, Situated learning
Abstract
This paper shows what secondary school teachers think about situated learning, the Earth Sciences, and the relationships between the two. A survey of what Geography, Biology, Physics and Chemistry teachers of the Ribeirão Preto area think about environmental problems was undertaken to evaluate what needs to be done for continuing education. The study shows that teachers do practice situated learning but they are do not deepen either the critical discussions or the possibilities of environmental education. In spite of the opportunities given by educational legislation, and cultural traditions, the teachers encounter obstacles to integrate the subjects. We believe that an additional difficulty is the poor command of Earth Science subjects which would allow the integration of different areas within an environmental perspective.
