Rural context and the teaching of Natural Sciences in secondary schools in Entre Ríos, Argentina

Abstract

This article addresses the teaching of Natural Sciences in secondary schools in rural areas of the province of Entre Ríos, Argentina. Based on qualitative research conducted between 2022 and 2024, two questions were formulated: How do teachers who teach Natural Sciences understand rural contexts? How do they connect curricular content with the particularities of these contexts? Through teacher interviews and an analysis of lesson plans, different teacher perspectives regarding rural contexts were identified. The results show different ways in which Natural Sciences teaching is linked to rural contexts. Certain limitations stemming from teachers' training and working conditions are also acknowledged. It is concluded that it is necessary to strengthen the experiences of observation and participation of future teachers in socio-institutional settings as part of their practicums and residencies. It is argued that linking teaching to context is a didactic criterion common to all educational situations, rather than a characteristic specific to rural education.