Using the Portfolio to develop formative assessment and cooperative learning in Environmental Education. A case study of high school students

Resumen

Taking into account the importance of environmental education for citizens’ formation, we proposed a didactic approach for high school students. Based on a Portfolio methodology we developed cooperative learning with the aim of meaningfully working, in parallel with contents or  attitudes of respect related to the environment. Hence, we developed a quasi-experimental  descriptive research, using an experimental and a control group in order to evaluate our proposal  with four different appraisals. The first three appraisals were focused on the experimental group  (measurement of meaningful learning by concept mapping; conceptual and attitudinal  measurement with assessment matrix and, a general evaluation of our approach with a discussion  group). Finally, we compared the final scores between the experimental and control group.  Obtained results allow us to conclude that in the experimental group, this didactic approach  allowed meaningful learning of contents and promoted attitudes of respect towards the environment. We recommend extending the didactic approach to improve the obtained results and  to be able to offer stimulus that allow deeper and further participation of students.