La unión de las Ciencias y las Letras en Educación SecundariaUna propuesta didáctica sostenible

Resumen

The irruption of “ámbitos” in the recent Spanish law LOMLOE (2019) has served to fuel a not so moderndebate on the relevance of separating knowledge into disciplines. This is especially relevant when thegoal is developing skills in compulsory educational contexts. The innovation group “Ciencias y Letras”,created in 2017 and based at the University of Valencia, has contributed to this debate by designingtransdisciplinary teaching units, which are likely to be used in different subjects. The educational experiencesresulting from having implemented these teaching units show the easiness of using literary textsin Science classrooms or ecological and sustainable themes coexisting with more traditional themes,such as love or the tensions between social classes, in Humanities lessons. Thus, this work presentsthe design of a new teaching unit aligned with the above aiming to develop environmental and sustainableawareness of students in the last year of Secondary Education. They were enrolled in the subjectof Language and Literature in a Chilean educational centre and the subject of Physics and Chemistry ina Spanish centre. From a methodological point of view, the teaching unit has a socio-formative natureand is structured on the basis of complementary tasks. It starts from the reading of a corpus of storiesdeveloping plots related to ecology and sustainability issues (“Atrapanieblas” by Luis Gómez García,“La Última Reina” by Oscar Navas, “El pueblo de colores” by Cassandra Ripoll, “Shalom” by ElaineVilar, “Marea Verde” by Cristina Jurado and “Río Arriba” by María Agudo). After the reading they wereanalyzed and the students were given instructions to write similar stories related with ecological andsustainability issues but located closer to them. The sequence is completed by sharing the fictions andtheir analysis and the assessment is based on co-evaluative rubrics integrating scientific and literarycontent, but also procedural and attitudinal content.