Collaborative Learning to Develop Actions in the face of Climate Change

Abstract

Given the obvious environmental problems we are currently experiencing, climate change is undoubtedly the most urgent to address in all areas of society, due to the consequences it has caused worldwide. Education is a key factor to generate learning about this phenomenon.  For this reason, this document addresses the results of the implementation of the pedagogical strategy of collaborative learning to develop actions to address climate change. This is the product of an intervention project developed under the methodology of qualitative action research based on constructivism. The implementation of collaborative learning was carried out with 35 students in the sixth semester of high school. Thirteen sessions were developed, five of which were devoted to the sensitization phase. In each session the students were integrated into collaborative teams: base, formal and informal, and assumed different roles: facilitator, secretary, timekeeper, spokesperson, folder supervisor. The results obtained reveal that collaborative learning favors reflection, understanding and appropriation of climate change; it also favors communication, respect and the development of climate actions among students.