Keywords
learning assessment
transdisciplinary
scalar thinking
spatial thinking
How to Cite
Abstract
In recent years, the Earth, society and the environment have been
facing severe climate, energy, food and water crises. In academic
education, this situation motivate teachers to train professionals
capable of understanding the importance of interdisciplinarity
and transdisciplinarity and the application of the knowledge they
acquire in solving multivariate problems in complex systems. Earth
science education needs to implement innovative and stimulating
teaching techniques to develop Earth Systemic Thinking (EST).
Teachers dealing with Earth System topics must be aware that
the student body is made up of people with heterogeneous and
academically diverse profiles and, consequently, using traditional,
discursive and unidirectional teaching-learning techniques reduces
the possibilities of acquiring higher-order skills such as analysis,
synthesis and problem solving. In this paper we present a chapter
model for the ‘Interdisciplinary Atlas of Mexico’ using data from a
study on the Serdán-Oriental Basin with conducted activities that
allow the exercise of trans-disciplinary systems thinking with a
view to training skilled professionals to contribute to the solution
of global problems facing society. We also present the results of
the educational intervention during 2022 that demonstrate that the
application of this teaching model stimulates autonomous learning
and the resolution of complex problems, with a view to fulfilling the
objective of quality education and the reduction of inequalities.
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