THE SCHOOL ENVIRONMENTAL PROJECT (PRAE) AS A STRATEGY FOR STRENGTHENING SCIENTIFIC ARGUMENTATION IN RURAL SECONDARY EDUCATION

Abstract

The research was carried out in response to the difficulties observed in tenth-grade students at Lizcano Flórez School, located in a rural area of Matanza, Santander, who exhibited low levels of argumentation and performance in the Natural Sciences area. In view of this problem, it was proposed to strengthen argumentative competence through the implementation of the School Environmental Project (PRAE), focused on solid waste management. The study used a quantitative approach, with a quasi-experimental design without a control group, applying a pre-test and a post-test to evaluate argumentation levels before and after the educational intervention. The sample consisted of 19 students, who participated in contextualized didactic activities aimed at critical thinking. The results showed significant progress in the structure and coherence of arguments, demonstrating an evolution from levels descriptive towards levels with justification and theoretical support. It is concluded that PRAE is an effective strategy to strengthen argumentation, integrate scientific knowledge with the environmental context, and promote meaningful learning in rural settings, which implies the need to incorporate active methodologies and contextualized projects in science teaching.