Teaching Ecology

Abstract

In this paper we advocate for the relevance of Ecology Education at present, considering the global context of ecosocial crisis, and the framework of predominantly urban societies distanced from the direct experience of nature and from its benefits. We argue why Ecology should be considered a core discipline throughout compulsory education, based on its potential to drive a genuine scientific education that supports education for sustainability and fosters systemic thinking, essential to understand and act in this global context. We also identify some barriers to the teaching-learning of Ecology, including general barriers, barriers of the educational system, and difficulties related to the process of learning the discipline. Based on didactic research, we propose a series of strategies or good practices that can help the teacher. We recommend a contextualized education in Ecology, outdoors and in contact with nature, starting at an early age, imitating the scientific work of ecologists and the models of ideas they use, but brought to the school context. This way of teaching and learning, “doing and talking ecology” in natural or naturalized environments, can effectively contribute to curb negationist ideas and to develop competencies for sustainability oriented to action and transformation of society.