Problematization: A tool to facilitate authentic science learning at the elementary level

Abstract

This article presents how the problematization, which was facilitated through the Life’s Replica Project, served as a context for sixth grade students to learn about ecology in an authentic way. It describes how through different activities conducted during one semester, in and out of the classroom, students experienced authentic learning that helped them become aware of their environmental impact and their role in society. The core activities of the project were divided into: a) activities to facilitate problematization, b) learning activities, and c) activities to apply what was learned. Through this project, students investigated a problem, developed a product, and provided a service to their community. Finally, the most important achievements of the project are presented. In conclusion, the problematization is a useful tool to facilitate authentic science learning at the elementary level.