Didactic fieldtrip to a natural area for the development of interdisciplinary competencies of teachers in training

Abstract

This paper presents a teaching practice carried out in a natural area with teachers in training, from the areas of Didactics of Social Sciences, Experimental Sciences and Physical Education. The constructivist framework of learning, based on active methods for the development of competencies is followed. The objective is to quantify and analyze the level of achievement of acquired competencies and the didactic and logistical assessment of the participants. An evaluation and assessment questionnaire and an adaptation of the technique of the shopkeeper of wishes are used. Data, following a mixed methodology, are qualitatively analyzed and descriptive and inferential statistically processed to obtain frequencies and find out if there are significant differences with class qualifications. A high experiential learning stands out, which has facilitated a considerable transversal learning but a variable specific learning according to the area of ​​knowledge. This is interpretated as a result of a different perception between the classroom theory and the reality of the environment. The development of competencies has been more evident in Social Sciences (78% of the maximum evaluated and without significant differences with the average class qualifications). In the other side, the competencies of Physical Education have been developed with less significant values than class qualifications. It is concluded that fieldtrips require a certain assiduity for the development of competencies perceived as alien to the environment, especially from an interdisciplinary point of view.