DIDACTICS AS A FORMATIVE STRATEGY FOR NATURAL SCIENCE TEACHERS IN RURAL SCHOOLS

Abstract

Teaching science in rural areas is more than just transmitting content; it involves transforming the school into a space where didactics becomes a bridge between knowledge, contexts, and communities. Consequently, this article offers a critical reflection on didactics as a formative strategy for Natural Science teachers in rural schools, with special reference to the reality of the department of Norte de Santander, Colombia. Methodologically, it is developed as an argumentative essay based on an analytical review of specialized literature and relevant case studies, discussing how structural limitations, scarce resources, and insufficient teacher training affect the quality of teaching in rural contexts. Among the main findings, it is demonstrated that didactics, understood as a mediator of cognitive and socio-emotional processes, is particularly important for re-signifying knowledge and teaching practices, fostering situated and contextualized learning. Likewise, obstacles such as the lack of professional development, resistance to change, and the weak articulation between educational policies and local realities are identified. Finally, it is concluded that strengthening didactics as a formative axis implies designing permanent training programs, integrating participatory methodologies, and reinforcing networks of pedagogical support—essential elements to consolidate relevant, inclusive, and transformative Natural Science education in the most vulnerable rural settings.